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Enrich
Workbook
with
Projects
Visit The Learning Site!
www.harcourtschool.com
HSP
Grade 2
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other jurisdictions.
Printed in the United States of America
ISBN 13: 978-0-15-356773-5
ISBN 10: 0-15-356773-2
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1 2 3 4 5 6 7 8 9 10 082 16 15 14 13 12 11 10 09 08 07
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ENRICH PROJECTS
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Addition ................................... EP1
Subtraction ............................... EP2
Making Groups ........................ EP3
Greater Numbers ..................... EP4
Making Tens ............................. EP5
Exploring Addition .................. EP6
Exploring Subtraction .............. EP7
2-Digit Subtraction .................. EP8
Pictures of the Weather .......... EP9
Possible or Impossible ........... EP10
Counting Patterns ................. EP11
Make the Same Amount ....... EP12
Time on a Clock ..................... EP13
Make a Solid Figure .............. EP14
Plane Figure Mosaics ............. EP15
House of Cards....................... EP16
Measure with Your Shoe....... EP17
Heavy or Light?...................... EP18
Cutting in Half ....................... EP19
Counting by Tens ................... EP20
Money Amounts .................... EP21
Adding Hundreds .................. EP22
Subtracting Hundreds ........... EP23
Making Equal Groups............ EP24
ENRICH WORKSHEETS
UNIT 1: NUMBER AND OPERATIONS
Chapter 1: Addition Facts and Strategies
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
More Addition Sentences ..................EW1
A Maze to Count On..........................EW2
Mystery Number .................................EW3
A Teen Number Chart ........................EW4
Clues for Sums ....................................EW5
Fix It ....................................................EW6
Some Sums ..........................................EW7
Problems, Problems ............................EW8
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Chapter 2: Subtraction Facts and Strategies
2.1
2.2
2.3
2.4
2.5
2.6
What is the Difference? .....................EW9
Hopping Back to 0 ...........................EW10
Making Fact Families .......................EW11
Which Number Goes Where? ..........EW12
Missing Addend Patterns.................EW13
Finish the Problem ...........................EW14
Chapter 3: Place Value to 100
3.1
3.2
3.3
3.4
3.5
3.6
3.7
How Many Points? ...........................EW15
Get Your Pencils Here ......................EW16
Least and Greatest ...........................EW17
Follow the Lines ...............................EW18
More Riddles.....................................EW19
Match the Models ............................EW20
Planning a Picnic ..............................EW21
Chapter 4: Number Concepts and Patterns
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
Color That Train ...............................EW22
Digit Arrangements .........................EW23
Least to Greatest,
Greatest to Least ..............................EW24
Be a Basketball Detective ................EW25
Even Sums, Odd Sums ......................EW26
More About Skip-Counting .............EW27
Patterns and Problems .....................EW28
Two Number Patterns ......................EW29
UNIT 2: 2-DIGIT ADDITION AND
SUBTRACTION
Chapter 5: Explore 2-Digit Addition
5.1
5.2
5.3
5.4
5.5
5.6
What Number Am I? ........................EW30
Story Problem Fun............................EW31
Write the Addition Problem............EW32
What is the Problem? ......................EW33
Find the Errors ..................................EW34
Arrange the Digits ...........................EW35
Chapter 6: 2-Digit Addition
6.1
6.2
6.3
6.4
6.5
6.6
6.7
How Does It Add Up? ......................EW36
The Lost Digits ..................................EW37
How Many Could There Be?............EW38
Estimation Challenge .......................EW39
Mystery Addends..............................EW40
Missing Points ...................................EW41
Which Toys? ......................................EW42
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Chapter 7: Explore 2-Digit Subtraction
7.1
7.2
7.3
7.4
7.5
7.6
How Many Tens? ..............................EW43
Subtract to Match ............................EW44
Match the Mats ................................EW45
Follow the Clues ...............................EW46
Balancing Amounts ..........................EW47
Subtraction Wheels ..........................EW48
Chapter 8: 2-Digit Subtraction
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
Fill in the Blanks ...............................EW49
Two-Step Problems...........................EW50
Jumbled Numbers ............................EW51
The Same Difference ........................EW52
Add to Subtract ................................EW53
Find the Mistake ..............................EW54
Use the Method ...............................EW55
Where to Start? ................................EW56
A Pair of Problems ...........................EW57
UNIT 3: DATA, PROBABILITY, MONEY,
AND TIME
Chapter 9: Data and Graphs
9.1
9.2
9.3
9.4
9.5
9.6
9.7
Missing Survey Data .........................EW58
Sunflower Growth............................EW59
Summer Bar Graph...........................EW60
Grocery Basket Graphs.....................EW61
Missing Keys .....................................EW62
Make a Line Plot ..............................EW63
Make a Town ....................................EW64
Chapter 10: Probability
10.1
10.2
10.3
10.4
10.5
Color the Spinners............................EW65
Color the Cubes ................................EW66
Missing Spins ....................................EW67
Creative Spinners..............................EW68
Predictions ........................................EW69
Chapter 11: Count Money
11.1
11.2
11.3
11.4
11.5
Bunches of Flowers ..........................EW70
What is the Missing Coin? ...............EW71
Groups of Coins ................................EW72
Matching Change .............................EW73
More Than One Way........................EW74
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Chapter 12: Use Money
12.1
12.2
12.3
12.4
12.5
12.6
Fruit Stand ........................................EW75
Saving Coins......................................EW76
Changing Amounts ..........................EW77
On the Menu ....................................EW78
Make a Dollar ...................................EW79
Correct Change.................................EW80
Chapter 13: Time
13.1
13.2
13.3
13.4
13.5
13.6
13.7
13.8
Two Hours at the Park .....................EW81
Time Riddle .......................................EW82
Time at the Zoo ................................EW83
School Day ........................................EW84
Time to Estimate ..............................EW85
Busy from A.M. to P.M. ....................EW86
Fair Time ...........................................EW87
World Traveler ..................................EW88
UNIT 4: GEOMETRY, PATTERNS, AND
MEASUREMENT
Chapter 14: Solid Figures
14.1
14.2
14.3
14.4
14.5
14.6
Solid Colors .......................................EW89
Number Cube Net ............................EW90
Solid Figure Puzzle ...........................EW91
Solid Figure Riddles..........................EW92
Take It Apart .....................................EW93
Making Models.................................EW94
Chapter 15: Plane Figures and Spatial Sense
15.1
15.2
15.3
15.4
15.5
15.6
15.7
15.8
Match Plane Figures.........................EW95
Plane Figure Puzzle ..........................EW96
Two Ways to Top It ..........................EW97
Building Figures................................EW98
Use the Clues ....................................EW99
From Start to Finish........................EW100
Figure Hunt.....................................EW101
Half and Half ..................................EW102
Chapter 16: Patterns
16.1
16.2
16.3
16.4
16.5
16.6
16.7
Patterned Scarves ...........................EW103
Gridding Patterns ...........................EW104
Patterned Pizzas .............................EW105
Pattern Match.................................EW106
How Does the Pattern Grow? .......EW107
Field Day .........................................EW108
Coin Collectors................................EW109
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Chapter 17: Length, Perimeter, and Area
17.1
17.2
17.3
17.4
17.5
17.6
17.7
17.8
Compare to Measure .....................EW110
Best Estimate ..................................EW111
Lengths of Objects .........................EW112
Length Riddles ................................EW113
Color the Vegetables .....................EW114
Centi-Meter Fever ..........................EW115
Draw It ............................................EW116
Square Units ...................................EW117
Chapter 18: Weight, Mass, Capacity, and
Temperature
18.1
18.2
18.3
18.4
18.5
18.6
Ounces and Pounds........................EW118
Measuring Mass..............................EW119
Fruit Punch......................................EW120
Capacity Search ..............................EW121
Changing Temperatures ................EW122
Measurement Search .....................EW123
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UNIT 6: 3-DIGIT ADDITION AND
SUBTRACTION, MULTIPLICATION
AND DIVISION
Chapter 22: 3-Digit Addition
22.1
22.2
22.3
22.4
22.5
Hundreds in Your Head .................EW141
Scrambled Digits.............................EW142
3-Digit Decisions .............................EW143
What Are the Numbers? ................EW144
Use Information .............................EW145
Chapter 23: 3-Digit Subtraction
23.1
23.2
23.3
23.4
23.5
23.6
How Many Hundreds? ...................EW146
Disappearing Digits ........................EW147
Regroup Tens and Hundreds .........EW148
Keeping Track .................................EW149
Triple Steps .....................................EW150
Estimate to Check ..........................EW151
Chapter 24: Multiplication and Division Concepts
UNIT 5: FRACTIONS AND GREATER
NUMBERS
Chapter 19: Fractions
19.1
19.2
19.3
19.4
19.5
19.6
Make a Quilt...................................EW124
Pizza Party ......................................EW125
Missing Problems............................EW126
Same Amounts ...............................EW127
Whole Pizzas ..................................EW128
Three Different Parts .....................EW129
Chapter 20: Place Value
20.1
20.2
20.3
20.4
20.5
20.6
Greatest and Least .........................EW130
Showing Numbers ..........................EW131
Value Clues .....................................EW132
Cross-Number Puzzle .....................EW133
Find the Ways .................................EW134
What Coins?....................................EW135
Chapter 21: Compare and Order Greater
Numbers
21.1
21.2
21.3
21.4
21.5
More or Less ...................................EW136
Greater, Less, or Equal? .................EW137
The Middle of the Train .................EW138
Hundreds of Points ........................EW139
Count by Fives, Count by Tens ......EW140
24.1
24.2
24.3
24.4
24.5
24.6
24.7
24.8
24.9
Skip-Counting .................................EW152
A Skip-Counting Discovery ............EW153
Make a BIG Array ...........................EW154
How Many Vertices? ......................EW155
Lunch Time .....................................EW156
Write Your Own .............................EW157
Are There Any Left? .......................EW158
A Parade .........................................EW159
Division Puzzles ..............................EW160
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Enrich
Projects
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Chapter 1
Addition
You can show how numbers are added together
by drawing pictures.
✓
✓
✓
✓
✓
Talk about things you can draw.
How can a drawing show that things
are added together?
Count how many animals are in each picture.
Write the number. Then draw more animals.
How many animals are there now?
Write the new number.
Add
3 more
horses.
Add
1 more
eagle.
Add
2 more
whales.
Add
4 more
ants.
Draw a group of animals. Exchange pictures
with another group. Draw four more animals.
How many animals are there in all?
EP1
Enrich Project
© Harcourt • Grade 2
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Chapter 2
Subtraction
You can draw pictures of objects to help
you subtract.
✓
Talk about objects you can draw.
✓ How can a drawing show that objects are
taken away?
✓
✓
Cross out some of the fruits in each picture.
Then write the subtraction sentence. Solve.
⫺
⫽
⫺
⫽
⫺
⫽
⫺
⫽
Draw from 5 to 12 toys. Trade drawings with
a classmate. Cross out 3 toys.
How many toys are left?
EP2
Enrich Project
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Chapter 3
Making Groups
We make groups by counting objects. You can
place the same number of objects in each group.
✓ Talk about how you can group objects.
✓ Talk about equal and unequal groups.
✓ Place 6 beans on a piece of paper.
✓ Put the beans in two equal
groups. Draw a picture to match.
✓ How many beans are in each group?
✓ Place the beans in three equal groups.
Draw a picture to match.
✓ How many beans are in each group?
✓ Can you place 6 beans in unequal groups.
Draw a picture to match.
✓ Choose a number from 1 to 10. Draw 3 groups
of buttons. Place the same number of buttons in
each group. Exchange drawings with someone in
your group. Make a new drawing that shows that
same number of buttons in unequal groups.
EP3
Enrich Project
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Chapter 4
Greater Numbers
Numbers have different values. These values
can be shown in different ways.
✓
✓
✓
✓
✓
Talk about the value of a number.
How can you tell if one number is greater
than another number?
How can you show that numbers have
different values?
Write how many tens and ones.
Circle the greater number of each pair.
tens
ones
✓
tens
ones
tens
ones
Use
and Workmat 3 to show
each number. Circle the greater number
of each pair.
43
✓
ten
ones
28
45
18
Write five pairs of numbers on a piece of
paper. Exchange lists with another group.
Circle the greater number of each pair.
EP4
Enrich Project
© Harcourt • Grade 2
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Chapter 5
Making Tens
You can show numbers by making groups
of ten. Count the number by ones. Each
time you make ten, begin a new group.
✓
✓
✓
✓
✓
✓
How can you show groups of ten?
Talk about what happens when you
complete a group of ten.
Color one square for each
number as you count.
Write the number of tens.
Then write the number
of ones.
19
On a piece of paper, write
a number from 25 to 40.
Exchange papers with
someone in your group.
11
tens
ones
tens
ones
tens
ones
Show the number by drawing 23
groups of ten. Write the
number of tens. Then write
the number of ones.
Choose a number from 50 to 100.
Work with your partner to show this
number by drawing groups of ten.
EP5
Enrich Project
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Chapter 6
Exploring Addition
Grouping is important in addition. When
you have 10 ones, you can regroup.
The 10 ones become 1 ten.
✓
When do you have to regroup in the
ones column?
✓
How is regrouping used in 2-digit
addition?
✓
Use
and Workmat 3 to solve
this addition problem.
In a ball game, one team scores
56 points. The other team scores
28 points. How many points are
scored in all?
✓
Write the sum.
✓
Write a story problem that uses 2-digit addition
with addends that are less than 50.
✓
Draw a picture to match.
✓
Exchange story problems with a classmate.
✓
Use
and Workmat 3 to solve.
EP6
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Chapter 7
Exploring Subtraction
When you subtract, you take things away. You
can show this by making a model, drawing a
picture, or writing a number sentence.
✓
How can you model subtraction with
?
✓
How can you show subtraction with a drawing?
✓
How do you write a subtraction sentence?
✓
Use
to model and solve.
There are 16 books on a shelf. 9 books
are taken off the shelf. How many books
are left?
✓
Draw a picture to solve. Cross out the
objects you subtract.
There are 12 apples on a tree. 3 apples
fall off the tree. How many apples are
left? 3 more apples fall off the tree.
Now how many apples are left?
✓
Write a number sentence to solve.
There are 18 birds on a bench. 7 birds fly
away. How many birds are left? 8 more
birds fly away. Now how many birds are left?
✓
Write a subtraction story problem. Exchange
with another group and solve.
EP7
Enrich Project
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Chapter 8
2-Digit Subtraction
In 2-digit subtraction, you may need to regroup.
You can use
to show this change.
To regroup, change 1 ten into 10 ones.
✓
Talk about how you can use
to help you solve subtraction problems.
✓
When do you regroup in subtraction?
✓
Use
to model and solve this
2-digit subtraction problem.
✓
✓
A bracelet has 76 beads. Another
bracelet has 59 beads. How much
longer is one bracelet than the other?
Use addition to check your answer.
Write a 2-digit subtraction problem.
Exchange papers with someone
in your group. Use
to solve.
Use addition to check your answer.
EP8
tens
7
⫺ 5
ones
6
9
Enrich Project
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Chapter 9
Pictures of the Weather
We look at weather reports to find out what the
weather will be like. Some weather reports use
pictures. What do the pictures show? Some
pictures show a bright sun. Some pictures show
a sun covered by clouds. Other pictures show
snow. Show the weather using pictures.
✓
What types of weather will you show?
What will you draw to stand for each type
of weather?
When should you use the same picture again?
✓
Make a table like the one shown here.
✓
✓
Monday
✓
✓
✓
✓
Tuesday Wednesday Thursday
Friday
Predict what the weather will be like for
each day.
Make a drawing that shows your prediction for
each day.
Make a key that shows what each picture stands for.
Share your weather reports with your group.
Did everyone show the same type of weather?
What pictures were used to show weather?
EP9
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Chapter 10
Possible or Impossible
The sections on a spinner will show what is
possible or impossible to spin.
✓
What will your spinner have to show to make
a spin possible or impossible? How many
sections will it have?
✓
Get patterns of spinners from your teacher.
Choose a pattern or make your own. Cut it
out. Use
and
to complete your
spinner.
✓
Choose one or more of the following statements.
4
1
3
2
It is possible to spin an even number.
It is impossible to spin an even number.
It is possible to spin a figure with four or
more sides.
It is impossible to spin a hexagon.
✓
Design your spinner to make the statements true.
✓
Share your spinners. Discuss what makes each
statement true. Write more true statements.
✓
Write rules for games to play using your
new spinners.
EP10
Enrich Project
© Harcourt • Grade 2
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Chapter 11
Counting Patterns
When you count on by tens, fives, and ones, you
are using patterns. A hundred chart can help you
see these patterns.
1
2
3
4
5
✓
✓
✓
What happens to a number
when you count on by tens?
by fives? by ones?
Find the number you start
with on the hundred chart.
Count on by tens, fives,
and ones.
Complete the table.
Start at
Count on
by tens.
5
,
10
,
,
15
,
,
20
25
✓
✓
,
,
8
9
10
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
Count on
by ones.
,
,
7
11
Count on
by fives.
,
6
,
End at
,
,
,
,
,
,
,
,
,
Discuss the patterns you see when you
count on by tens, by fives, and by ones.
How are these patterns like counting
collections of dimes, nickels, and pennies?
EP11
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Chapter 12
Make the Same Amount
Coins have different values. A quarter has a value of
25¢. A dime has a value of 10¢. A nickel has a value
of 5¢. You can mix coins to get the same amount.
✓
✓
✓
Talk about the value of different coins.
How can the same amount be shown with
different combinations of coins?
This table shows some ways you can make 99¢.
Use coins to help you complete the table.
Quarters
Dimes
Nickels
2
4
0
0
0
0
5
6
✓
✓
✓
2
Pennies
Total Value
99¢
9
99¢
9
99¢
4
99¢
Draw a table like the one above. Fill in 27¢ for
each total value.
Use coins to show 4 different ways to make 27¢.
Compare your table with the others in your
group. How many ways are the same as yours?
How many ways are different?
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Chapter 13
Time on a Clock
There are different types of clocks. Some clocks
show the time in numbers. Other clocks show the
time with an hour hand and a minute hand.
✓
✓
✓
Talk about different types of clocks. How are they
the same? How are they different?
What types of clocks are in your classroom?
Look at each pair of clocks. One clock shows
the time. The other clock is blank. Show the
same time on the blank clock.
11
12
1
10
9
3
8
11
6
12
11
3
11
6
12
11
3
6
6
12
5
1
2
9
4
7
3
4
10
2
8
1
2
7
1
9
12
5
8
5
10
6
9
4
7
3
4
10
2
8
2
7
1
9
1
8
5
10
12
9
4
7
✓
11
10
2
3
8
5
4
7
6
5
Draw a clock that shows a time to the hour or
half hour. Exchange drawings with a classmate.
Now draw a different kind of clock that shows
the same time.
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Chapter 14
Make a Solid Figure
Look around your classroom. Which solid
figures do you see? Work with your group
to identify different solid figures in your
classroom.
✓
Make a list of the solid figures you see.
✓
Which solid figures do you see a lot of?
Which solid figures do you see only a
few of?
✓
Can you fold a sheet of paper into the shape
of a box?
✓
Get a pattern from your teacher.
Use scissors to cut out the pattern.
✓
Make a box by folding along the dotted
lines.
✓
Use tape to hold the figure together.
✓
How many sides does your box have?
✓
Make a model of a different solid figure
from a sheet of paper.
✓
Compare your new solid figure with the solid
figures made by other children in your group.
Talk about how they are different and how they
are the same.
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Chapter 15
Plane Figure Mosaics
A mosaic is a design that can be made by
putting figures together. In this project, you
will make mosaics using plane figures.
✓
What kind of design will you make?
✓
Fold a sheet of paper in half.
✓
Get pages of plane figures from your teacher.
Cut them out.
✓
Glue the figures to one half of the paper to
make a mosaic design. Color the figures.
✓
Count how many figures you used in all.
Count the total number of sides on each figure
in your mosaic.
✓
Discuss and compare how many figures you and
your group used. Discuss and compare the total
number of sides there are in your mosaics.
✓
Exchange papers with someone in your group.
✓
Cut out that same number and type of
plane figures.
✓
Glue these figures to the other half of the
paper to show a different plane figure mosaic.
Color the figures.
EP15
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Chapter 16
House of Cards
What is your house made of? Is it made of wood?
Is it made of bricks? In this project, you will make
a house of cards.
✓
Talk about how you might do this.
✓
Talk about how many floors you think it will have.
✓
Work with a partner.
✓
Make a 2-card support by leaning two cards
against each other. Tape the top edges
together.
✓
Tape the bottom of the edge of the cards to
the desk.
✓
Make another 2-card support.
✓
Place a card across the tops of the cards.
✓
Extend the row by repeating this design.
✓
Add another floor to the house. How high will
you be able to make this house? Explain.
✓
Work with your group to make other structures
with cards. Discuss the patterns you use.
Which design uses the most cards?
EP16
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Chapter 17
Measure with Your Shoe
A ruler is a measuring tool. It can tell you how long
an object is. You can use things other than a ruler
to measure. You can even use your shoe.
✓
How can you tell how long something is?
✓
Talk with your group about how a ruler is used.
✓
Can other objects be used as a
measuring tool?
✓
Work with a partner.
✓
Put one heel against the wall. Place the other
foot in front, touching the heel to the toe.
✓
Walk heel-to-toe across the room in a straight
line, while your partner counts each step.
✓
How many steps did it take to cross the room?
✓
Exchange roles.
✓
Did both of you cross the room in the same
number of steps? Discuss.
✓
Have each person draw and cut out an outline
of his or her shoes. Exchange outlines with
someone else. Use them to measure the
distance heel-to-toe across the room.
Did you cross the room in the same number
of steps as before? Discuss your results.
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Chapter 18
Heavy or Light?
Suppose you pick up two bags of marbles.
Without looking inside the bags, can you tell
which bag has more marbles?
✓
What can you learn by picking up an object?
✓
Talk about tools that we use to find out if
something is heavy or light.
✓
Work with a partner.
✓
Have your partner close his or her eyes.
Then place 20 marbles in a small paper bag.
Place 2 marbles in another paper bag.
✓
Give both bags to your partner to hold.
✓
Without shaking the bags, ask which bag has
more marbles.
✓
Exchange roles.
✓
Put two crayons in one bag. Put 20 crayons in
another bag. Close the bags. Exchange bags
with another group. Ask them to choose which
bag has more crayons.
EP18
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Chapter 19
Cutting in Half
Some sandwiches are big, so we cut them in
half. The sandwich halves are smaller, so they
are easier to hold.
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Talk about cutting something in half.
What happens to an object when it is cut in half?
Can you cut the halves in half again? Explain.
Work with a partner. Fold a sheet of paper in
half. Open the paper. Cut along the fold line.
What happens to the paper when you cut it
in half? How many parts do you have now?
Describe them.
Fold each of the smaller parts in half. Cut each
of the parts along the fold line.
What happens as you cut the pieces in half?
Describe the new parts.
How many parts do you have in all?
Can you arrange these smaller parts to form
the whole piece of paper? Explain.
Cut a paper circle in half. Cut each half circle
in half. Exchange these four parts with another
group. Place the parts back together to
look like a whole circle. Try this with
other plane figures.
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Chapter 20
Counting by Tens
At a sports event or concert the seats are
usually placed in sections. When you know
your section, you can find your seat quickly.
✓
✓
✓
✓
✓
✓
✓
✓
✓
Talk about how seats are placed
into sections.
How can you find which seat
is yours?
The drawing shows rows of 10 seats.
The rows are placed into 6 sections.
Use a red crayon to circle the
section with 50 seats.
Use a blue crayon to circle the two sections
that have the same number of seats.
Use a green crayon to circle the largest section
of seats. How many seats are in this section?
Use a yellow crayon to circle the section
with 40 seats.
How many seats are in all 6 sections?
Make a drawing that shows 500 seats in a
theater. Place the seats in different sections.
Keep 10 seats in a row. Exchange your drawing
with another classmate. Count by tens and write
down the number of seats in each section.
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Chapter 21
Money Amounts
Coins have different values. How would
you find the total value of a collection
of coins?
✓
Talk about the value of different coins.
✓
What is the best way to find the total
value of a collection of coins?
✓
Write the value for each group of coins.
✓
Circle two groups with the same value.
✓
Cross out the group of coins with the
greatest value.
✓
Work with a partner. Use play coins. Put
10 dimes, 10 nickels, and 10 pennies into a
container. Each person should grab a handful
of coins. Find and compare your total values.
EP21
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Chapter 22
Adding Hundreds
Different addends can have the same sum.
For example, adding 100 and 300 makes a sum
of 400. Adding 200 and 200 also makes a sum
of 400.
✓
Talk about different combinations of addends
that when added will have the same sum.
✓
Work with a partner.
✓
Write each of the following numbers on a different
index card to make two sets: 100, 200, 300, 400,
and 500.
✓
Complete the table with combinations of addends
that make the same sum.
✓
Use your cards to help you choose combinations.
sum
600
700
800
900
✓
addend
addend
Share your tables with another group.
Discuss how many different combinations
there are for each sum.
EP22
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Chapter 23
Subtracting Hundreds
Subtract 3 from 5. The difference is 2. This
problem has digits in the ones place. Suppose
these same digits were in the hundreds place.
How can you subtract?
✓
Talk about how you subtract numbers.
✓
Work with a partner. Cut a sheet of blue
construction paper into four strips of equal size.
✓
Write one of the following numbers on each of
the blue paper strips: 600, 700, 800, and 900.
✓
Cut a sheet of red construction paper into
four strips of equal size.
✓
Write one of the following numbers on each of
the red paper strips: 100, 200, 300, and 400.
✓
Close your eyes and take a blue strip and a
red strip.
✓
Subtract the number on the red strip from the
number on the blue strip. Write the difference.
✓
Pick three more combinations of strips. Find
the difference in each pair.
✓
Compare differences with another group.
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Chapter 24
Making Equal Groups
Objects can stand alone. You can also place them
with other objects to form a group.
✓
Talk about how to place objects in groups.
✓
Work with a partner.
✓
Draw three circles on a sheet of paper.
✓
Place one paper clip in each of the three
circles. Fill in each row on the table that
describes these three groups.
Groups
Number of Number of Clips Total Number
Groups
in Each Group
of Clips
✓
Make a new table. Use the same groups of
paper clips.
✓
Add three more paper clips to each circle.
✓
Complete the table. Compare your tables.
✓
Work with another group. Draw 6 circles.
Compare groups of 1, 2 and 3 paper clips.
EP24
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Enrich
Worksheets
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Lesson 1.1
More Addition Sentences
Match the addition sentence to the picture. Fill in the
missing numbers. Draw a line to show each match.
1.
5⫹
3
—
2.
—
⫽
8
—
⫹ 7 ⫽ 13
3.
4 ⫹— ⫽—
4.
—
⫹
—
⫹9⫽
—
⫽ 11
5.
—
Use Exercise 5. Write a story problem to show
how you add to join groups.
EW1
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Lesson 1.2
A Maze to Count On
Count on to find the sum. Start with the greater number.
From START to FINISH, find and color a path in which all
of the sums are even. You may move up, down, and across,
but not diagonally.
2⫹6⫽8
7⫹3⫽
6⫹2⫽
6⫹2⫽
5⫹2⫽
3⫹6⫽
1⫹7⫽
8⫹1⫽
9⫹1⫽
2⫹8⫽
3⫹5⫽
5⫹3⫽
8⫹2⫽
10 ⫹ 1 ⫽
1⫹7⫽
1⫹5⫽
4⫹3⫽
9⫹3⫽
6⫹1⫽
2⫹4⫽
3⫹7⫽
2 ⫹ 10 ⫽
START
FINISH
Use the maze. Explain what happens
when you start with an odd number and count on 1, 2, or 3.
EW2
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Lesson 1.3
Mystery Number
Add to find each sum. Color the boxes that show
doubles facts or doubles-plus-one facts to discover
the mystery number. Then answer the questions below.
6
⫹
6
_
3
⫹
8
_
5
⫹
4
_
7
⫹
8
_
8
⫹
9
_
7
⫹
6
_
4
⫹
1
_
9
⫹
8
_
2
⫹
7
_
7
⫹
7
_
3
⫹
3
_
2
⫹
9
_
8
⫹
8
_
8
⫹
7
_
4
⫹
3
_
4
⫹
5
_
7
⫹
3
_
5
⫹
6
_
1
⫹
9
_
4
⫹
4
_
6
⫹
7
_
5
⫹
1
_
5
⫹
5
_
3
⫹
4
_
6
⫹
5
_
What is the mystery number? —
What doubles fact has this number as the sum? — ⫹ — ⫽ —
Is there also a doubles-plus-one fact that
has this mystery number as the sum? Explain.
EW3
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Lesson 1.4
A Teen Number Chart
Use a ten frame and the make-a-ten strategy. Write as
many problems as you can to equal each teen number
in the chart. Each addend must be less than 10.
13
14
15
16
17
18
7⫹6
⫹
⫹
⫹
⫹
⫹
6⫹7
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
Stretch Your Thinking
Design a
number chart for the numbers 11 and
12 like the chart above.
Decide how many squares you will
need in your chart. Ask a classmate to
complete it.
EW4
HINT: Follow the pattern
shown in this chart.
Enrich
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Lesson 1.5
Clues for Sums
Each clue tells about a rule or pattern that can be used
to find sums. You can use more than one clue for each
addition sentence. Write the letter of the clue below each
addition sentence that it tells about.
8⫹9⫽
17
C
9 ⫹ 9 ⫽ — 8 ⫹ 7 ⫽— 0 ⫹ 6 ⫽ —
—
—
—
7 ⫹ 7 ⫽ — 7 ⫹ 8 ⫽ — 6 ⫹ 0 ⫽— 5 ⫹ 4 ⫽ —
—
—
—
—
A. One addend is zero in this number sentence. The other
addend is the same as the sum.
B. Look for a pair of number sentences where the sums
are the same, the addends are the same, but the order
of the addends is different.
C. To find the sum for this number sentence, find the
doubles fact first and then add one.
D. Both addends are the same number.
Write a clue for the fact 4 ⫹ 7 ⫽ 11.
EW5
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Lesson 1.6
Fix It
Roger completed the tables below, but he made
one mistake in each table. Cross out each mistake.
Write the correct number next to each cross out.
1. Rule: Add 6.
2. Rule: Add 4.
In
1
2
3
4
In
2
4
6
8
Out
7
8
9
11
4. Rule: Add 8.
5. Rule: Add 7.
In
3
5
6
9
In
1
5
6
7
Out
11
13
16
17
Out
6
7
10
12
3. Rule: Add 9.
In
1
4
7
10
Out
10
13
17
19
6. Rule: Add 5.
Out
8
12
12
14
In
3
5
7
9
Out
8
10
13
14
The rule is Add 3. Roger puts a number
in and gets 8 out. What number does he put in? Explain.
EW6
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Lesson 1.7
Some Sums
Look at the numbers in each 9-square grid. The box
at the end of each row is the sum of the 3 numbers
in that row. The box at the end of each column is the
sum of the 3 numbers in that column. Add to solve.
Write the missing numbers.
1.
2
2.
1
9
6
10
3 12
4
13
10 13
4
8
2 11
4.
3
12
5 15
3
3.
3
5
4
5
3
6
7
8
7
11
3
2 11
3
11
5
5
5
2
11
What do you notice about Exercise 4?
EW7
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Lesson 1.8
Problems, Problems
Draw a line to connect each word problem to the number sentence that
goes with it. Then find each sum to solve.
1. Sari sees 6 caterpillars. Ann sees 3
more caterpillars than Sari. How many
caterpillars do the girls see in all?
2. Sari sees 6 caterpillars. Ann sees 1
fewer caterpillar than Sari. How many
caterpillars do the girls see in all?
3. Sari sees 6 caterpillars. Ann sees the
same number of caterpillars as Sari. How
many caterpillars do the girls see in all?
4. Sari sees 6 caterpillars. Ann sees
half as many caterpillars as Sari. How
many caterpillars do the girls see in all?
5. Sari sees 6 caterpillars. Ann sees 5
fewer caterpillars than Sari. How many
caterpillars do the girls see in all?
6. Sari sees 6 caterpillars. Ann sees 1
more caterpillar than Sari. How many
caterpillars do the girls see in all?
6
⫹
5
_
6
⫹
9
_
6
⫹
3
_
6
⫹
7
_
6
⫹
6
_
6
⫹
1
_
Explain how drawing a picture could help
when solving these problems.
EW8
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Lesson 2.1
What is the Difference?
Each box has four subtraction sentences.
Two go across. The other two go down.
Fill in the missing numbers so each subtraction sentence is correct.
1.
3.
7
⫺
2
⫽
5
2.
9
⫺
⫺
⫺
1
3
7
⫽
⫽
⫽
6
⫺
8
⫺
⫽
3
2
4.
⫽
⫺
⫺
1
⫽
⫽
⫺
⫽
⫺
6
⫺
⫽
⫺
1
⫽
⫺
2
⫽
1
⫺
⫺
1
3
⫽
⫽
⫺
4
⫽
4
⫽
1
Choose a subtraction fact from Exercise 4.
Write a subtract to compare problem. Draw a picture.
EW9
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Lesson 2.2
Hopping Back to 0
The frog starts at 12 on the number line.
It is hopping back to 0.
It must take 7 hops to get back to 0.
The frog can jump back 1, 2, or 3 on each hop.
Complete the subtraction sentences to show a way
the frog can do this. Use the number line to help.
There is more than one way to solve.
0
1
2
3
4
The frog
starts at
5
6
7
8
9
10 11 12
It jumps back
It lands on
1.
12
⫺
2.
9
⫺
⫽
⫺
⫺
⫽
⫽
⫺
⫺
⫺
⫽
⫽
⫽
3.
4.
5.
6.
7.
3
⫽
9
0
Stretch Your Thinking
What if the frog started
at 6 instead of 12? How would that change the
problem?
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Lesson 2.3
Making Fact Families
Each box has four numbers.
Three of the numbers can make a fact family.
Circle the numbers that belong in the fact family.
Cross out the number that does not belong in the fact family.
Then write the facts of the fact family.
7
7
1.
2, 7, 15, 8
88
15
15
— ⫹ — ⫽— — ⫺ — ⫽ —
—⫹—⫽— —⫺—⫽—
2.
3, 13, 8, 11
—⫹—⫽— —⫺—⫽—
—⫹—⫽— —⫺—⫽—
3.
17, 8, 7, 9
—⫹—⫽— —⫺—⫽—
—⫹—⫽— —⫺—⫽—
4.
5, 6, 9, 15
—⫹—⫽— —⫺—⫽—
—⫹—⫽— —⫺—⫽—
Stretch Your Thinking
Use 5, 8, 3, and 13.
Write a fact family using three of these numbers.
Then write another fact family using a different group
of three of these numbers.
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Lesson 2.4
Which Number Goes Where?
Five children are going to run in a race. Each child wears a number
on his or her shirt. The numbers are 5, 6, 7, 8, and 9. Each child
has a different number.
Use the clues to decide which child wears which number.
Use related addition facts to help you.
Write each child’s number on his or her shirt.
1. When you subtract Andre’s number from 11, you get 4.
2. When you subtract Bill’s number from 11, you get 2.
3. When you subtract Erin’s number from 11, you get
Candi’s number.
4. When you subtract Dave’s number from 17, you get
Bill’s number.
5. Candi’s number is less than Erin’s number.
Stretch Your Thinking
What if Clue 2 read,
“When you subtract Bill’s number from 11, you get 3”?
How would that change your answer?
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Lesson 2.5
Missing Addend Patterns
Write the missing addends. Then look at the missing addends
for each group. Describe the pattern that you see.
1.
B ⫹ 6 ⫽ 12
B ⫹ 6 ⫽ 13
B ⫹ 6 ⫽ 14
B ⫹ 6 ⫽ 15
2.
The missing addend:
3.
B ⫽ 17
8 ⫹ B ⫽ 15
8 ⫹ B ⫽ 13
8 ⫹ B ⫽ 11
8⫹
The missing addend:
B ⫽ 11
9 ⫹ B ⫽ 13
9 ⫹ B ⫽ 15
9 ⫹ B ⫽ 17
9⫹
4.
The missing addend:
B ⫹ 3 ⫽ 11
B ⫹ 4 ⫽ 12
B ⫹ 5 ⫽ 13
B ⫹ 6 ⫽ 14
The missing addend:
Stretch Your Thinking
Tim knows the whole and
one of the parts to a problem. He wants to find the
missing part. Use a pattern to write two related facts
that will help Tim find the missing addend. Solve.
16, 9,
⫽
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Lesson 2.6
Finish the Problem
Write the sum or difference. Then finish writing the
story problem next to each number sentence.
There are 9 children playing ball.
1.
9⫹7⫽
—
There are 15 cars in the parking lot.
2.
15 ⫺ 8 ⫽ —
Jodi has 10 shirts.
3.
10 ⫺ 5 ⫽ —
Mark has 6 rocks.
4.
6⫹8⫽—
Write a number sentence that uses the
numbers 6, 13, and 7. Then write a story problem that
goes with the number sentence.
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Lesson 3.1
How Many Points?
Six children played a game.
They each scored a different number of points.
Use the clues to tell which trophy belongs to which player.
Write each player’s name under his or her trophy.
1. Bill’s score is greater than 40 and less than 7 tens.
2. Ann’s score is less than 9 tens and greater than 60.
3. Deb’s score is greater than 50 and less than 8 tens.
4. Nat’s score is greater than 2 tens and less than 5 tens.
5. Julio’s score is less than 8 tens and greater than 6 tens.
6. Lily’s score is greater than 70 but less than 10 tens.
40
50
60
points
points
points
70
80
90
points
points
points
How did you find out which trophy
belongs to Nat?
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Lesson 3.2
Get Your Pencils Here
These are the pencils in the supply cabinet at
Jen’s school. There are 10 pencils in each box.
Pencils
Pencils
Pencils
Pencils
Pencils
Pencils
Pencils
Pencils
Pencils
The second grade teachers each take
some of the pencils. Read the clues.
Write the number of pencils each teacher takes. Cross
out the pencils in the picture to help.
1.
2.
3.
4.
5.
Mr. Tabb takes 2 boxes of pencils and 3 other pencils.
Mrs. Hart takes 2 boxes of pencils.
Miss Moy takes 1 more pencil than Mr. Tabb.
Ms. Fano takes 1 more box of pencils than Mrs. Hart.
Mr. Erb takes the rest of the pencils.
Mr. Tabb
Mrs. Hart
Miss Moy
Ms. Fano
Mr. Erb
pencils
pencils
pencils
pencils
pencils
How did you find out how many
pencils Mr. Erb took?
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Lesson 3.3
Least and Greatest
Use 2 of the digits in each set to make the greatest number
you can.
Use 2 of the digits in each set to make the least number
you can. Then draw
to show
the numbers you made.
1.
7
9
The greatest 2-digit number is
2.
3
8
The least 2-digit number is
7
The greatest 2-digit number is
4
The least 2-digit number is
When given a set of digits to make the
least 2-digit number, in which place value should you put the
least digit? Explain.
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Lesson 3.4
Follow the Lines
Complete to show the numbers and their meanings.
Write 1, 2, 3, 4, 5, 6, 7, 8, or 9 in each
.
Write 10, 20, 30, 40, 50, 60, 70, 80, or 90 in each
Write the numbers in each .
.
2.
1.
4
⫹
⫹
⫹
30
⫹
20
70
⫽
⫽
⫽
48
74
34
⫽
4.
3.
⫹
⫹
⫹
⫹
10
⫽
91
⫽
⫽
51
⫽
86
In Exercise 4, how do you know
what number to write in the ?
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Lesson 3.5
More Riddles
Each riddle tells about two of the numbers below it.
Read the riddle. Put an X through the number the riddle
does not tell about.
1. I have fewer than three tens.
2. One of my digits is 5.
My ones digit is 2.
My other digit is 9.
twelve thirty-two twenty-two
five fifty-nine ninety-five
3. The digit 0 is not in my
4. My tens digit is less than
ones place.
forty
four
my ones digit.
fourteen
fifteen
5. The digit 6 is in my
sixty
twenty-three
6. My digits are
ones place.
six
fifty
the same.
fifty-six
eleven twenty-two thirteen
7. My ones digit is greater
8. The sum of my digits is 9.
than my tens digit.
ten
thirty-four
twelve
thirty-six eighty eighteen
Stretch Your Thinking
Write a digit riddle
like the riddles on this page. Give it
to a classmate to solve.
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Lesson 3.6
Match the Models
Kendall modeled some numbers.
The column on the left shows
the numbers she modeled.
The column on the right shows how many
tens and ones she used in each model.
Find and write the missing numbers.
Then draw a line to connect each number
to the number of tens and ones Kendall
used to model it.
29
94
37
16
41
73
52
•
•
•
•
•
•
•
•
•
•
•
•
•
•
tens
32
ones
1
ten
ones
8
tens
ones
tens
3
ones
1
ten
19
ones
2
tens
tens
ones
41
ones
How do you know which model goes
with 94?
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Lesson 3.7
Planning a Picnic
You are planning a picnic for 20 people.
About how many of each kind of food
should you bring to the picnic?
Write an estimate. Explain why your estimate is reasonable.
1. I would bring about
sandwiches, because
sandwich
2. I would bring about
watermelons, because
watermelon
3. I would bring about
carrot sticks, because
carrot stick
4. I would bring about
cookies, because
cookie
Stretch Your Thinking
What if your picnic was
for 40 people? How many cookies would you bring
then? Explain.
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Lesson 4.1
Color That Train
Al has a toy train with 6 cars. Each car is a different color.
Use the clues to color the cars. Write the ordinal numbers.
first
first
1. The fifth car of the train is blue.
2. The yellow car is between the second car and the sixth car.
3. The red car is two positions after the second car.
4. There are three cars between the green car and the sixth car.
5. The purple car is one position before the green car.
6. The orange car is three positions after the yellow car.
The blue car is
5th
.
The red car is
The orange car is
The yellow car is
.
.
.
The green car is
.
The purple car is
.
Write a new clue that tells the position of the blue car.
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Lesson 4.2
Digit Arrangements
Write two 2-digit numbers in each problem that will make
the statement true. Use the digits in the box.
Use each digit only once.
1.
1
7
5
9
2.
0
2
⬎
3.
7
5
5
7
4
3
7
4.
2
9
5
5
6
8
2
2
1
4
4
⬎
4
6.
2
1
⬎
7.
2
⫽
⬍
5.
0
⬍
6
8.
⫽
1
9
⬍
Look at Exercise 8. Is there another
answer that will make this statement true? List some of
the other possible answers.
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Lesson 4.3
Least to Greatest, Greatest to Least
Write one of the numbers in each blank to make these
statements true. Use each number only once.
1.
19
65
12
least
2.
36
52
18
11
43
least
90
72
92
47
39
52
30
65
22
42
13
least
65
greatest
74
76
least
67
greatest
54
49
greatest
greatest
19
least
greatest
greatest
16
88
greatest
greatest
81
90
88
greatest
least
5.
38
least
4.
52
12
greatest
least
3.
52
least
80
least
Stretch Your Thinking Look at Exercise 5.
Where can you write the number 80? Explain.
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Lesson 4.4
Be a Basketball Detective
Five children are on a basketball team.
Use the clues to find the children’s shirt numbers.
Write each child’s shirt number below.
1. Tim’s number rounds to 90.
Both of its digits are the same.
2. Lee’s number rounds to 30.
Its tens digit is 1 more than its ones digit.
3. Taya’s number rounds to 70.
Its tens digit is 1 less than its ones digit.
4. Cole’s number rounds to 50.
It has more than 8 ones.
5. Alice’s number rounds to 30.
If you add 2 to it, it will round to 40.
Tim
Lee
Taya
Cole
Alice
Write a clue for a 2-digit number.
Tell which ten it rounds to as part of the clue.
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Lesson 4.5
Even Sums, Odd Sums
Find the sums. Write even or odd.
Look for patterns.
1.
3.
12
odd odd even
7
9
5
9
5.
8
6
6
8
4
5
5
4.
5
7
6.
4
9
8
10 8
10.
10 9
7
12.
8.
6
11.
3
9.
2.
7.
8
What patterns do you see?
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Lesson 4.6
More About Skip-Counting
Ken is skip-counting by different numbers.
He starts counting at 0. Read the clues. Circle
the number he could be counting by.
1. Ken shades 20, 25, and
1 2 3
30 on the hundred chart.
11 12 13
He is counting by:
21 22 23
.
4
5
6
7
8
9
10
14 15 16 17 18 19 20
24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
twos
2.
fives
tens
Ken shades 76, 78, and
80 on the hundred chart. He
could be counting by:
.
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
twos
3.
Ken shades 15, 18, and 21
on the hundred chart. He
could be counting by:
.
twos
5.
fours tens
threes
threes
4.
fours
Ken shades 50 on the
hundred chart. He could be
counting by:
.
twos
91 92 93 94 95 96 97 98 99 100
Ken shades 24 and 28 on the
hundred chart. He could be
counting by:
.
threes fours fives
6.
fours
Ken shades 65 on the
hundred chart. He could be
counting by:
.
threes fours fives
How did you solve Exercise 6?
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Lesson 4.7
Patterns and Problems
Find which table goes with each of the stories.
Complete each table. Then find the pattern to solve.
There are 7 cows.
There are 7 fish.
There are 7 tigers.
Each cow has
Each fish has 2 eyes. Each tiger has
4 spots.
10 stripes.
1. How many
number of
are on 7
1
2
number of
There are
2. How many
number of
.
are on 7
?
1
There are
number of
2
3 4 5 6
12 16 20
on 7
.
are on 7
?
1
2
number of
There are
3 4 5 6
30 40 50
on 7
number of
3. How many
?
on 7
3
6
4 5 6
8 10
7
7
7
.
Stretch Your Thinking Look at the table in Exercise 2.
How did you find the story to match?
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Lesson 4.8
Two Number Patterns
Read the clues to solve.
Use a hundred chart to help you.
1.
I am
skip-counting
by fives. I start my
pattern with 16.
Jack
I am
skip-counting
by twos. I start my
pattern with
13.
Tina
Write a number that is in both
Jack’s and Tina’s patterns.
2.
I am
skip-counting by
tens. I start my
pattern with
29.
I am
skip-counting
by twos. I start my
pattern with 81.
Pam
Matt
Write a number that is in
both Pam’s and Matt’s patterns.
3.
Sean
I am
skip-counting
by fives. I start my
pattern with 18.
I am
skip-counting by
tens. I start my
pattern with
63.
Zoe
Write a number that is in
both Sean’s and Zoe’s patterns.
Stretch Your Thinking If they count up to 100,
are there any numbers that will be in all six of the
children’s patterns? Explain.
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Lesson 5.1
What Number Am I?
Read the clues. Write the number.
1. I am 3 more tens than 17.
2. I am 40 more than 25.
What number am I?
What number am I?
47
3. I am 6 more tens than 12.
4. I am 2 more tens than 64.
What number am I?
What number am I?
5. I am 20 more than 34.
6. I am 8 more tens than 11.
What number am I?
What number am I?
7. I am 4 more tens than 30.
8. I am 2 more tens than 68.
What number am I?
What number am I?
9. I am 50 more than 23.
10. I am 3 more tens than 54.
What number am I?
What number am I?
Stretch Your Thinking
Think of a number.
Write a clue that can be used to find that number.
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Lesson 5.2
Story Problem Fun
Complete the problems. Write numbers in the blanks.
Use a 1-digit number and a 2-digit number in each
problem. Use Workmat 11 and
to solve.
1. Ian has
has
14
7
toy cars. Lucas
2. Emmy has
more toy cars than
and
blue markers
green markers.
Ian. How many toy cars does
How many markers does
Lucas have?
Emmy have in all?
toy car
3. Sara has
Marta has
25
toy cars
blocks.
markers
marker
4. Tom has
more blocks
gives him
pennies. Maria
more pennies.
than Sara. How many blocks
How many pennies does Tom
does Marta have?
have now?
block
blocks
penny
pennies
Stretch Your Thinking
Write a problem like the ones
above. Ask a classmate to write numbers in it and solve.
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Lesson 5.3
Write the Addition Problem
The workmats show the sums for addition problems.
Write an addition problem for each workmat.
Workmat
1.
Tens
Ones
Tens
Add 37 and 33.
Workmat
4.
Tens
and
Tens
.
Tens
Add
and
Add
and
Add
Add
and
Tens
.
Add
Ones
and
Tens
.
.
.
Workmat
9.
Ones
and
Ones
Workmat
6.
Ones
Tens
.
.
Workmat
8.
Ones
Tens
Ones
and
Workmat
3.
Workmat
5.
Workmat
7.
Add
Ones
Add
Workmat
2.
Add
Ones
and
.
Stretch Your Thinking
Write another addition problem
for the Workmat in Exercise 9.
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Lesson 5.4
What is the Problem?
The models below can be used to solve problems.
Write a problem for each model.
Use Workmat 11 and
to solve the problem.
1.
Workmat
Tens
Ones
Joan sees 48 bees. Dan sees
33 bees. How many bees do
they see in all?
81
2.
Workmat
Tens
3.
bees
Ones
Workmat
Tens
Ones
Stretch Your Thinking
Write a story problem.
Have a classmate draw the tens and ones to solve.
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Lesson 5.5
Find the Errors
Find the errors in the addition problems. Circle them.
Then show how to do the problem correctly.
Use Workmat 3 and
if you need to.
1.
Tens
1
⫹ 4
5
3.
Tens
1
2
4
⫹ 3
9
5.
Tens
1
3
⫹ 2
6
Ones
2
9
1
Ones
5
6
1
Ones
3
6
9
Tens
1
1
⫹ 4
Ones
2.
1
2
⫹ 5
8
2
9
6 1
Tens
4
⫹ 3
Tens
3
⫹ 2
Ones
4.
5
6
Ones
Tens
Tens
7
⫹ 1
8
6.
3
6
Tens
11
5
⫹ 2
9
Ones
7
6
2
Tens
2
⫹ 5
Ones
2
8
0
9
3
2
7
6
Tens
7
⫹ 1
Ones
Ones
2
8
Tens
5
⫹ 2
Ones
Ones
9
3
What error did you find in Exercise 5?
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Lesson 5.6
Arrange the Digits
Arrange the digits in the empty boxes
to make the addition problem true.
Use Workmat 3 and
if you need to.
1.
7
2
⫹
1
2 7
2 3
5
4.
2.
3
8
3
2
2
5.
2
1
⫹
3
5
2
⫹
4
5
3
8
7
7
6.
4
⫹
7
4
6
1
⫹
0
4
3.
7
3
1
5
9
4
⫹
8
5
9
3
Is there another way you could have arranged
the digits in Exercise 6? Explain.
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Lesson 6.1
How Does It Add Up?
Use the three numbers to write an addition problem.
Then write a story problem that can be solved by the
addition problem.
1.
35
17
18
Tens Ones
1
⫹
2.
Ann has 17 stickers.
38
62
24
1 7
1 8
3 5
Tens Ones
⫹
3.
43
27
16
Tens Ones
⫹
How did you decide where the
numbers should go in each addition problem?
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Lesson 6.2
The Lost Digits
These addition problems are missing some digits.
Can you put them back where they belong?
Write the correct digit in each of the boxes.
Use each digit in the cloud only once.
Tens Ones
Tens Ones
1
4
⫹ 1
6
7
1
3
⫹ 4
8
2
1
3
⫹ 2
6
1
5
8
⫹
3
2
Tens Ones
7
5
1
⫹ 4
7
1
1
8
5
6
Tens Ones
Tens Ones
6
5
1
8
7
3
0
Tens Ones
1
2
⫹ 1
4
9
0
Stretch Your Thinking
Write your own addition problem with
a missing digit. Then have a classmate find the missing digit.
Tens Ones
⫹
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Lesson 6.3
How Many Could There Be?
There are 40 children on Meg’s street. There are more
boys than girls. The number of both boys and girls is
greater than 9. Write some of the possible 2-digit addition
problems that show how many boys and girls there could be.
Use an addend only once.
⫹
⫹
3 0
1 0
4 0
⫹
⫹
⫹
⫹
⫹
⫹
⫹
⫹
Explain why 20 ⫹ 20 ⫽ 40 is not used.
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Lesson 6.4
Estimation Challenge
Solve these problems without using a number line.
Round each addend to the nearest ten.
Find the estimated sum.
1. Kirk scores 16 points in the first half of the
16
basketball game. He scores 13 points in
the second half. About how many
points does he score in all?
about
points
of softball practice. She also makes
22 pitches at the end of practice. About
how many pitches does she make in all?
pitches
team. There are 36 children on Leah’s
swim team. About how many
children are there on both
swim teams together?
children
17
22
softball
3. There are 23 children on Andrew’s swim
about
basketball
2. Sadie makes 17 pitches at the beginning
about
13
23
36
swimming pool
Stretch Your Thinking
Write your own problem
in which you estimate to solve.
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Lesson 6.5
Mystery Addends
Use the clues and the given sum to help you find
the addends. Complete the addition problem.
1. The first addend is 2 more than
2. The first addend is 5 more than
30. The second addend is 10
less than the first addend.
15. The second addend is 2
more than the first addend.
1
17
19
3
_
60
36
3. The first addend is 4 more
4. The first addend is 5 more
than 30.
than 20.
_
_
71
5. The first addend is 5 more
42
6. The two addends are the
than the second addend.
same.
_
_
25
48
How did you solve Exercise 6?
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Lesson 6.6
Missing Points
Complete the table by solving the problems below.
Points Scored in Soccer Game
Player
Number of Points
Anton
39
Liza
Sasha
Milo
28
1. Liza scored 17 more points than Milo.
How many points did Liza score?
points
2. Sasha and Liza scored a total of 94 points.
How many points did Sasha score?
points
3. Who scored the most points in the
soccer game?
Explain how you solved Exercise 3.
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Lesson 6.7
Which Toys?
Look at the prices of the toys.
Complete the addition problems.
top
car
beach ball
whistle
frog
1. Jason buys two toys for exactly 76¢. One of the
toys is a top. What other toy does Jason buy?
⫹
⫹
⫹
⫽
⫹
2. Henry buys two toys for exactly 84¢.
Which two toys might he buy?
⫹
⫹
⫹
⫽
⫹
and
Stretch Your Thinking Is there another
answer for Exercise 2? Explain.
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Lesson 7.1
How Many Tens?
How many tens should be subtracted
to make each sentence true?
Write the number of tens.
1.
32 ⫺
3.
2
tens ⫽ 12
2.
49 ⫺
tens ⫽ 19
58 ⫺
tens ⫽ 28
4.
87 ⫺
tens ⫽ 37
5.
92 ⫺
tens ⫽ 72
6.
55 ⫺
tens ⫽ 15
7.
43 ⫺
tens ⫽ 23
8.
82 ⫺
tens ⫽ 52
9.
98 ⫺
tens ⫽ 28
10.
59 ⫺
tens ⫽ 39
11.
78 ⫺
tens ⫽ 48
12.
63 ⫺
tens ⫽ 23
13.
91 ⫺
tens ⫽ 11
14.
75 ⫺
tens ⫽ 45
15.
64 ⫺
tens ⫽ 44
16.
33 ⫺
tens ⫽ 13
Stretch Your Thinking
Choose a number from
1 to 5. Write a number sentence in which that number
of tens is subtracted from another number.
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Lesson 7.2
Subtract to Match
Match each number sentence to the number that it is
missing. Use Workmat 11 and
if you need to.
1. 36 ⫺ ? ⫽ 28
●
● 2
2. ? ⫺ 7 ⫽ 35
●
● 55
3. 51 ⫺ ? ⫽ 47
●
● 8
4. 62 ⫺ ? ⫽ 59
●
● 35
5. ? ⫺ 9 ⫽ 46
●
● 4
6. 24 ⫺ ? ⫽ 19
●
● 24
7. ? ⫺ 6 ⫽ 29
●
● 3
8. 81 ⫺ ? ⫽ 79
●
● 42
9. ? ⫺ 9 ⫽ 15
●
● 5
How did you solve Exercise 9?
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Lesson 7.3
Match the Mats
Look at the numbers in the center. Each number has
been subtracted from one of the numbers shown above it.
One of the workmats below it shows the difference.
Color to match the parts of the subtraction sentence
the same color.
Workmat
Tens
Ones
Workmat
Tens
Workmat
Ones
Tens
Ones
Workmat
Tens
Ones
⫺
18
27
36
11
⫽
Workmat
Tens
Ones
Workmat
Tens
Workmat
Ones
Tens
Ones
Workmat
Tens
Ones
Stretch Your Thinking
Could you have used addition
to match the numbers to the Workmats? Explain.
EW45
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Lesson 7.4
Follow the Clues
Read the clues. Use Workmat 11 and
Write how many.
.
1. Sara paints 4 more than 10 postcards.
She gives away 4 less than 10 of her postcards.
How many postcards does she have left?
postcards
postcard
2. Keith makes 3 more than 20 puppets.
He gives 6 less than 20 of them to his sister.
How many puppets does he have left?
puppets
puppet
3. Ross fingerpaints 8 more than 20 pictures.
He gives away 3 less than 20 of his pictures.
How many pictures does he have left?
pictures
picture
Stretch Your Thinking
Read the problem. Write
clues to replace the numbers. Then solve the problem.
Troy has 26 markers. 17 markers are blue. The rest of
the markers are red. How many of the markers are red?
EW46
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Lesson 7.5
Balancing Amounts
Each balance is missing a number.
Find the number that will make the balance level.
Write the number in the box. Use each number
only once.
3
1.
3.
5.
15 9
22 53 5
8
6
46
7
33 28
4.
31 27
6.
29 21
2.
19
4
How did you find out which number
belongs on the balance in Exercise 4?
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Lesson 7.6
Subtraction Wheels
21 54
39
8
32
37
26
17
45
23
17
8
41 50
39 26
Brett gives each wheel one spin.
He finds that the difference between the numbers
is 15. Which two numbers does Brett spin?
and
Brett spins the wheels again.
Both wheels stop on different numbers,
but Brett still finds that the difference is 15.
Which two numbers does
Brett spin this time?
and
Stretch Your Thinking
How many more ways
could Brett spin two numbers with a difference of 15?
List all the different ways.
EW48
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Lesson 8.1
Fill in the Blanks
Write 2-digit numbers in the blanks. Solve.
1. Lucy has
37
marbles. She puts
marbles in a bag. How many marbles
are not in the bag?
marble
19
Tens Ones
18
marbles
⫺
Tens Ones
2. Toby has
blocks. He puts
blocks on a shelf and the rest in a box.
How many blocks does he put in the box?
blocks
2 17
3 7
1 8
1 9
⫺
block
Tens Ones
3. Eric puts
model airplanes on a shelf.
He has
model airplanes in all.
How many are not on the shelf?
model airplanes
⫺
model airplane
beads. She uses some to
make a bracelet. She has
beads left.
How many beads does she use to make the
bracelet?
Tens Ones
4. Alice has
⫺
beads
bead
Write a problem that you can subtract to solve.
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Lesson 8.2
Two-Step Problems
Subtract to solve each problem. Regroup if you need to.
1. Mike has 42 toy trucks. Suzy has 3 more
Tens Ones
toy trucks than Mike. Juan has 29 fewer
toy trucks than Suzy. How many toy trucks
does Juan have?
toy trucks
⫺
toy truck
2. Jamal has 82 trading cards. Laura has
Tens Ones
8 more trading cards than Jamal. Henry
has 35 fewer trading cards than Laura.
How many trading cards does Henry have?
trading cards
⫺
trading card
3. Jen has 32 building blocks. Sue has 7
more building blocks than Jen. Maria
has 16 fewer building blocks than Sue.
How many building blocks does Maria
have?
Tens Ones
⫺
building blocks
building block
How did you find the number
to subtract from to solve Exercise 2?
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Lesson 8.3
Jumbled Numbers
Rewrite the numbers below to make
subtraction problems with regrouping.
Use each number only once. Then solve.
63
45
27
18
54
9
72
81
Tens Ones
36
90
Tens Ones
⫺
⫺
Tens Ones
⫺
Tens Ones
Tens Ones
⫺
⫺
How did you check if you had to
regroup to solve the problems?
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Lesson 8.4
The Same Difference
Write and solve two subtraction problems that show how
many of each there might be. Then write the numbers.
1. There are four different kinds of fruit at the store.
There is a different number of each kind of fruit.
There are 28 more bananas than pears.
There are 28 more apples than oranges.
There are more pears than apples.
bananas
pears
apples
oranges
2. There are four different kinds of animals on the farm.
There is a different number of each kind of animal.
There are 19 more cows than sheep.
There are 19 more ducks than hens.
There are more hens than cows.
cows
sheep
ducks
hens
How did you find the numbers in Exercise 2?
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Lesson 8.5
Add to Subtract
Julie solved some subtraction problems. Then she used addition
to check her answers. Now solve each addition problem. Write
the subtraction problem to check your answers. Then subtract.
Addition
1.
1
18
16
_
34
Subtraction
2 14
Addition
2.
34
16
18
3.
Subtraction
13
48
_
_
4.
38
35
_
_
5.
29
17
_
_
54
27
_
_
79
19
_
_
6.
28
57
_
_
7.
8.
64
28
_
_
Look at the last addition problem.
Is there more than one subtraction problem that can be used to check?
EW53
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Lesson 8.6
Find the Mistake
Circle the mistake in each problem.
Write the correct numbers. Find the correct estimate.
1.
88
72
72
_
4.
69
58
58
_
7.
63
57
51
_
80
b
b
70
10
20b
70
b
b
50
20
b
70
b
b
60
10
b
90
__
__
__
2.
67
52
52
_
5.
86
51
51
_
8.
76
54
54
_
70
b
b
60
10
20
b
80
b
b
50
30
b
70
b
b
50
20
b
__
__
__
3.
78
56
55
_
6.
73
41
61
_
9.
68
56
56
_
80
b
b
50
30
b
80
b
b
40
40
b
70
b
b
50
20
b
__
__
__
How did the rounding mistakes
change the estimates?
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Lesson 8.7
Use the Method
Write a problem that is best solved by each method.
Then use the methods to solve the problems.
1. Use mental math.
—
2. Use paper and pencil.
—
3. Use a calculator.
—
How did you choose the numbers
you wrote in the mental math problem?
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Lesson 8.8
Where to Start?
Tracy used mental math to solve some subtraction problems.
Find the numbers Tracy started with. Write the subtraction
sentences she solved. Then find the differences.
1.
—
—
⫹ 4 ⫽ 57
⫹ 4 ⫽ 20
57
⫺ 20
2.
—
—
⫹ 5 ⫽ 61
⫹ 5 ⫽ 40
61
⫺ 40
So,
⫺
_
So,
⫺
_
So,
3.
—
—
⫹ 7 ⫽ 83
⫹ 7 ⫽ 50
83
⫺ 50
⫺
_
So,
4.
—
—
⫹ 9 ⫽ 76
⫹ 9 ⫽ 30
76
⫺ 30
⫺
_
Look at Exercise 4. How did you find
the numbers that Tracy started with?
EW56
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Lesson 8.9
A Pair of Problems
Find the sum or difference for part A in each problem.
Then use the answer to solve part B.
A. Kim has 35 beads. She gives B. Callie gives 9 beads back to
18 beads to Callie. How many
Kim. How many beads does
beads does Kim have now?
Kim have now?
bead
B. Jon and Eli give 15 of their
combined pennies to Tim.
How many pennies do Jon
and Eli have now?
A. Jon and Eli each have
32 pennies. How many
pennies do they have in all?
penny
— beads
— beads
— pennies
— pennies
A. Kate has 43 blocks. Alex has B. How many more blocks does
18 blocks. Kate gives 8 blocks
Kate have than Alex?
to Alex. How many blocks do
they each have now?
block
Kate: — blocks
Alex: — blocks
— more blocks
Stretch Your Thinking
Write a problem with a part A and a
part B. Trade your problem with a classmate and solve.
EW57
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Lesson 9.1
Missing Survey Data
Eric took 3 surveys of his classmates.
He forgot to record their answers!
Use the clues to help Eric fill in his tally tables.
Favorite Ice Cream
1. Clues:
- Eric surveyed 12 classmates.
- The most classmates chose
chocolate.
- One more classmate chose
strawberry than vanilla.
Flavor
Tally
chocolate
vanilla
strawberry
2. Clues:
- Eric surveyed 22 classmates.
- The fewest classmates chose
baseball.
- The same number of classmates
chose soccer and swimming.
3. Clues:
- The most classmates chose dinner.
- Seven classmates chose
breakfast.
- Eric surveyed 32 classmates.
Favorite Sport
Sport
Tally
soccer
baseball
swimming
Favorite Meal
Meal
Tally
breakfast
lunch
dinner
Look at Exercise 3. How did you
decide how many tally marks to put in each row?
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Lesson 9.2
Sunflower Growth
Mae grows a sunflower. She draws and records
the height on Days 1 and 4. Draw how
the sunflower may have looked on Days 2 and 3.
Record the heights.
Day 1
Day 2
Day 3
Day 4
Sunflower Growth
Day
Height
Day 1
2 centimeters
Day 2
centimeters
Day 3
centimeters
Day 4
8 centimeters
Stretch Your Thinking
Between which
two days did the sunflower grow the most?
between Day
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Lesson 9.3
Summer Bar Graph
Annabelle tells about her summer using a bar graph.
She shows the number of days she spent doing each
activity, but forgets to write the activities!
Help Annabelle complete her bar graph.
1.
2.
3.
4.
Annabelle spent the least amount of time babysitting.
Annabelle did not take an art class.
Annabelle spent 2 fewer days at camp than she did volunteering.
Annabelle went to the beach with her family.
Activity
Annabelle’s Summer Activities
0
1
2
3
4
5
6
7
8
9
10
Number of Days
Which clue was the least helpful? Explain.
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Lesson 9.4
Grocery Basket Graphs
Number of Items
Henry goes grocery shopping.
He buys four different kinds of items.
He buys a different number of each item.
Draw how many of each item Henry buys.
Then fill in the bar graph to show what he buys.
6
5
4
3
2
1
0
HenryÕs Groceries
Grocery Items
Stretch Your Thinking
How many
items does Henry buy altogether at the
grocery store?
items
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Lesson 9.5
Missing Keys
Kelly takes 3 surveys.
She forgets to fill in the key!
Help Kelly complete her pictographs by filling in the key.
1.
Number of Books Read
Number of Books Read
Name
Tally
Greg
Greg
Drew
Drew
Liz
Liz
2.
Key: Each
Number of Snowy Days
This Winter
Month
Number of Snowy Days This Winter
December
Tally
December
January
January
February
Key: Each
February
3.
stands for _____ days.
Favorite Dog
Favorite Dog
Dog
stands for _____ books.
Tally
bulldog
bulldog
poodle
poodle
collie
collie
Key: Each
stands for _____ votes.
Stretch Your Thinking
Which pictograph
shows the greatest number of tally marks
received? How do you know?
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Lesson 9.6
Make a Line Plot
Max’s class made a table to record the number of
pockets they had in their clothing.
Make a line plot to show their data.
Then circle the mode of the data.
Number of Pockets in Our Clothing
Number of Pockets
Number of Children
one
2
two
3
four
2
five
6
seven
3
eight
1
Stretch Your Thinking
What is the range
of the data? Explain.
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Lesson 9.7
Make a Town
Think of 3 places at your school.
Name them and mark them on the grid below.
Describe how to get to each place.
6
5
4
3
2
1
up
0
1
1. Start at 0. Go right
2
3 4
right
. Go up
5
6
.
You are at the
.
2. Start at 0. Go right
. Go up
.
You are at the
.
3. Start at 0. Go right
. Go up
.
You are at the
.
Stretch Your Thinking
Choose two
places on your grid and tell how to get from
one place to the other.
Start at the
Go
. Go
.
.
You are now at the
.
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Lesson 10.1
Color the Spinners
Read the clues below.
Decide which spinner each clue tells about.
Color that spinner to match.
1. This spinner has more than 3 sections and green is an impossible
outcome.
2. This spinner has more than 4 sections and green is a certain
outcome.
3. The outcomes for this spinner are yellow, blue, red, and orange.
4. This spinner has fewer than 3 sections and blue is a certain outcome.
5. This spinner has 2 sections and blue is an impossible outcome.
6. This spinner has 3 sections and red is a certain outcome.
7. The outcomes for this spinner are yellow and green.
Stretch Your Thinking Is spinning A on the
spinner certain, impossible, or neither? Explain.
EW65
A
B
D
C
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Lesson 10.2
Color the Cubes
Draw cubes in each bag to match the statement.
Use 2 different colors. Then write another true
statement about the cubes in the bag.
1. It is more likely that a red cube will be pulled.
2. It is less likely that a yellow cube will be pulled.
3. It is more likely that a green cube will be pulled.
4. It is less likely that a blue cube will be pulled.
Stretch Your Thinking Look at the cubes you drew
in Exercise 4. How many more blue cubes do you need to
add to the bag to make the statement false? Explain.
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Lesson 10.3
Missing Spins
1. Jack and Mark each spin the pointer 10 times.
Jack spins F 5 times and H 2 times. Mark
spins F 3 times and H 6 times. Does Jack
or Mark spin G more often?
F
G
H
2. Sam and Alex each spin the pointer 12 times.
Sam spins Q 5 times and S 3 times. Alex
spins Q 4 times and S 5 times. Does Sam
or Alex spin R more often?
Q
R
S
3. Liz and Ann each spin the pointer 15 times.
Liz spins J 4 times and M 5 times. Ann
spins J 1 time and M 6 times. They each
spin K and L an equal number of times.
Does Liz or Ann spin K more often?
J
K
M
L
Explain how you solved Exercise 3.
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Lesson 10.4
Creative Spinners
Read the clues that tell about each spinner.
Then complete the spinner to match.
1. The outcomes for this
2. The outcomes for this
spinner are equally likely.
spinner are not equally likely.
3. The outcomes for this
4. The outcomes for this
spinner are equally likely.
spinner are not equally
likely.
Stretch Your Thinking Look at the spinner in Exercise 3. Will
the outcomes always be equally likely when a spinner is divided
into two equal sections? Explain why or why not.
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Lesson 10.5
Predictions
Complete the graph or table to match the prediction.
1. Jacob predicts he is less likely to
Coins in a Bag
pull a quarter from the bag.
Coin
2. Kaitlin predicts she is more likely
Number
Tiles in a Bag
to pull a yellow tile from the bag.
Key: Each
3. Ben predicts he is equally likely
stands for 2 tiles.
Cubes in a Bag
Color
to pull a red cube or a blue cube
from the bag.
0 1
2 3 4 5 6 7
Number of Cubes
8 9 10
Stretch Your Thinking
Create your own number table.
Write a prediction to go with your table. Ask a friend to test your
prediction.
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Lesson 11.1
Bunches of Flowers
Draw a different bunch of flowers in each vase.
Use coins. Find the total value for each bunch.
daisies
1¢ each
1.
tulips
5¢ each
roses
10¢ each
2.
total
value:
total
value:
3.
4.
total
value:
total
value:
Which bunch of flowers costs the most?
How do you know?
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Lesson 11.2
What is the Missing Coin?
Draw and label the coins given.
Then draw the missing coin to find the total value.
1. Jim has 2 quarters, 2 pennies, and another
coin. He has 77¢ in all. What is the other
coin?
missing coin
2. Tasha has 3 dimes, 1 nickel, and another
coin. She has 45¢ altogether. What is the
other coin?
missing coin
3. Carl has 1 half dollar, 1 penny, 2 dimes,
and another coin. He has 76¢ in all. What is
the other coin?
missing coin
How did you find the missing coin in Exercise 3?
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Lesson 11.3
Groups of Coins
Find the total value for each group of coins.
1. Gina
total value
2. Ralph
total value
3. Leah
total value
How much more money does Gina need to match
Leah’s total value? How do you know?
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Lesson 11.4
Matching Change
Count the first collection. Find the total value. Complete the
second collection to match the total value of the first collection.
Draw the missing coins.
1.
37¢
2.
3.
Stretch Your Thinking What is the least number
of coins you can use to show 70¢? Name the coins.
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Lesson 11.5
More Than One Way
You can use a list to show ways to make the same amounts
using a different number of coins.
Number of
Quarters
Coins
4
8
3
0
Dimes
Nickels
Total Value
0
8
1
0
80¢
80¢
Show how to make the same amounts using different
numbers of coins.
1.
Number of
Quarters
Coins
Dimes
Nickels
3
5
7
8
2.
Total Value
40¢
40¢
40¢
40¢
Number of
Quarters
Coins
Dimes
3
7
8
10
Nickels
Total Value
75¢
75¢
75¢
75¢
Can you show a way to make 75¢ using only
quarters and dimes? What about 40¢?
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Lesson 12.1
Fruit Stand
Write the cost of each fruit. Name the
fruit in order from least to greatest cost.
1.
apple
orange
banana
30¢
,
,
2.
grapes
pear
,
cherries
,
Make 3 groups of coins. Find the
total value of each group. Then put them in order from
greatest to least value.
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Lesson 12.2
Saving Coins
Use coins to act out the problem.
Draw the coins. Write the total
value. Then answer the question.
1. Lynn saves 1 quarter, 1 dime,
and 4 nickels. She needs 65¢
to buy a postcard. How much
more money does she need?
She needs 10¢ more.
2. Dee saves 1 half dollar, 1 dime,
and 3 nickels. She needs 80¢
to buy a pen. How much more
money does she need?
She needs
more.
3. Tim saves 2 quarters, 1 dime,
and 5 pennies. He needs 95¢
to buy a pen. How much more
money does he need?
He needs
more.
Stretch Your Thinking
Write your own money
problem like the ones above. Have a classmate solve it.
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Lesson 12.3
Changing Amounts
Add or subtract to solve.
1. Jade saved 1 quarter, 1 dime
and 9 pennies. She gives 12¢
to her sister. How much money
does Jade have now?
BANK
2. Nikki saved 3 dimes, 5 nickels
and 5 pennies. She lends 23¢
to her friend. How much money
does Nikki have now?
BANK
3. Pablo saved 1 quarter, 3 nickels,
and 8 pennies. He puts 35¢
more into his bank. How much
money does Pablo have now?
BANK
Julie wants to save 75¢. She
has saved 1 quarter and 4 pennies so far. How much
more money does she need to save?
EW77
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Lesson 12.4
On the Menu
Snack Shack
Use the menu.
Predict and test to solve.
1. Ali has these coins. He wants
to spend all his money. He will
buy a pretzel and another item.
Which other item will he buy?
burger . . . . 45¢
juice . . . . . 42¢
pretzel . . . . 38¢
milk . . . . . . 33¢
yogurt . . . . 55¢
apple . . . . . 27¢
2. Sue has these coins. She
wants to buy two apples and
something else. Which choices
does she have?
or
Stretch Your Thinking
Make a menu. Write
your own problem about the menu. Then give it to
a classmate to solve.
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Lesson 12.5
Make a Dollar
How much more money does each
child need to buy the box of crayons?
Draw the coins to solve.
$1.00
1. Lilly has these coins.
2. Gail has these coins.
3. Tori has these coins.
4. Nick has these coins.
Look at Exercise 4. What other coins
could you use to show your answer?
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Lesson 12.6
Correct Change
12 ¢
Find the total price. Then
count on from the price to
make the change.
duck
33 ¢
¢
31
46 ¢
boat
diver
starfish
1. Ken has 60¢. He buys
a diver and a duck.
Total price:
.
His change is
,
.
2. Lisa has 50¢. She buys a duck
and a starfish.
Total price:
.
Her change is
.
,
,
,
,
,
,
3. Paul has 80¢. He buys a
starfish and a diver.
Total price:
.
His change is
.
4. Quan has $1.00. He buys a
boat and a diver.
Total price:
His change is
.
.
Julie has $1.00. She buys a toy frog for 57¢.
What coins might she get back in change?
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Lesson 13.1
Two Hours at the Park
Jeanette is at the park with her family.
They are going to spend 2 hours there.
She wants to do 4 different things at the park.
Which 4 things can she do in 2 hours? Circle them.
swings
20 minutes
jungle gym
35 minutes
soccer game
55 minutes
seesaw
15 minutes
eat lunch
30 minutes
fly a kite
25 minutes
jump rope
10 minutes
go swimming
40 minutes
Jeanette’s family decides to stay at the park for
1 more hour. What other things can Jeanette do?
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Lesson 13.2
Time Riddle
Write the time below each clock.
I
E
E
F
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
:
:
:
11 12 1
2
10
9
3
4
8
7 6 5
T
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
L
11 12 1
2
10
9
3
4
8
7 6 5
:
:
11 12 1
2
10
9
3
4
8
7 6 5
:
:
:
M
Y
E
11 12 1
2
10
9
3
4
8
7 6 5
:
Stretch Your Thinking
Put the times in order from
earliest to latest. Then write the letter for each time,
in order, in the blanks. Solve the riddle.
Why did the boy throw a clock out the window?
TO S — —
————
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Lesson 13.3
Time at the Zoo
Jeremiah and his father go to the zoo.
They get to the monkey house at 10:15.
They spend some time watching each kind of animal.
Draw the clock hands to show what time they leave
each part of the zoo.
1. They watch
the monkeys
for 15 minutes.
3. They watch the
snakes for
5 minutes.
5. They watch
the giraffes for
20 minutes.
2. They
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
watch the
lions for
20 minutes.
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
4. They watch
the bears for
10 minutes.
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
6. They watch
the penguins
for 25 minutes.
After they see the penguins,
Jeremiah and his father have lunch. They eat for one hour.
Then they leave the zoo. What time do they leave the zoo?
Write the time in two ways.
minutes after
EW83
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Lesson 13.4
School Day
Annabel is making a schedule of her school day.
Fill in the times. Name the activities in order from first to last.
Then draw the hands on the clocks below.
Annabel’s School Day Schedule
science
25 minutes after 12
—:—
lunch
20 minutes before 12
—:—
art
15 minutes after 11
—:—
reading
25 minutes before 10
—:—
recess
50 minutes before 1
—:—
math
30 minutes before 11
—:—
FIRST
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
LAST
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
Stretch Your Thinking
Make a schedule for your school day.
Write the activities in order from first to last. Write the time in
two ways.
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Lesson 13.5
Time to Estimate
Look at the activities. Make a reasonable estimate
for about how long each one might take.
Write your estimate. Use hours or minutes.
1. take a canoe ride
2. play a game of ping pong
about
about
3. sleep at night
4. eat some cereal
about
about
5. go on a field trip
6. read a poem
about
about
Explain how you made your estimate for Exercise 6.
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Lesson 13.6
Busy from A.M. to P.M.
What do you do in the A.M. hours?
What do you do in the P.M. hours?
Name 5 activities that belong in each column.
Then write a time that each activity might happen.
A.M.
P.M.
—:—
—:—
—:—
—:—
—:—
—:—
—:—
—:—
—:—
—:—
Are there any activities that you do in both
the a.m. and p.m. hours? Explain.
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Lesson 13.7
Fair Time
Carla spends her day at the state fair.
It takes her 5 minutes to get from one activity to the next.
Circle the reasonable estimate for how long each acitvity takes.
Then find the start and finish times.
Activity
Start Time
Length
Finish Time
10:00 A.M.
15 minutes
3 hours
—:— —
—:— —
2 hours
20 minutes
—:— —
—:— —
1 minute
1 hour
—:— —
—:— —
30 minutes
3 hours
—:— —
—:— —
45 minutes
4 hours
—:— —
—:— —
50 minutes
5 hours
fun house
bobbing for
apples
hay ride
lunch
petting zoo
animal show
2:05 P.M.
Does lunch end in an A.M. hour or a P.M. hour?
How do you know?
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Lesson 13.8
World Traveler
Alice’s Uncle Matt travels all around the world.
Help Alice find out about how much time her
Uncle Matt spends in each city.
Moscow: 2 months
Paris: 8 weeks
Cairo: 14 days
Tokyo: 1 month
and 1 week
Johannesburg: 28 days
Sydney: 91 days
Paris: about — months
Moscow: about — weeks
Cairo: — weeks
Johannesburg: about
Tokyo: about — days
Sydney: — weeks
month
Was Alice’s Uncle Matt gone for more
than 1 year less than 1 year, or exactly 1 year in all? Explain.
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Lesson 14.1
Solid Colors
Color each type of solid figure a different color.
Then color the objects below to match the color of the solid it looks like.
cube
cone
sphere
pyramid
cylinder
rectangular prism
Stretch Your Thinking
Find an object that is
like a solid figure. Draw and label it.
Then draw and label the solid figure it looks like.
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Lesson 14.2
Number Cube Net
This figure can fold into a solid figure.
Number the faces from 1–6.
Then trace, cut, fold, and tape the figure into a cube.
Now you have made a number cube.
With a classmate, write rules for a game.
Use the cube to play the game.
Stretch Your Thinking
Draw a figure that
will fold into a pyramid.
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Lesson 14.3
Solid Figure Puzzle
Use the clues to fill in the puzzle.
Across
1. A solid figure which has a curved surface.
4. A
prism has 6 faces, 12 edges, and 8 vertices.
6. the corner where 3 or more edges meet
8. A cube has 6
.
10. a solid figure which has both a flat and a curved surface
Down
2. A solid figure that has 5 faces, 8 edges, and 5 vertices.
3. The surface of a cube is
5. A sphere has a
.
surface.
7. this is formed where two faces meet
9. A solid figure whose faces are all the same size and shape.
1.
2.
4.
3.
5.
6.
7.
8.
9.
10.
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Lesson 14.4
Solid Figure Riddles
Use solid figures. Draw a line to match
the clues to the object they tell about.
1. I am an object that has the
same number of faces, edges,
and vertices as a cube. My faces
are not all squares.
2. I am an object that has a
curved surface and a flat
surface. I am not a cylinder.
3. I am an object that has a
curved surface. I am not
a cone.
4. I am an object that has fewer
faces than a rectangular prism.
I have 5 vertices.
Stretch Your Thinking
Write your own
riddle using solid figures. Then have a
classmate solve it.
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Lesson 14.5
Take It Apart
Draw the plane figures that will make each solid figure.
1.
2.
3.
4.
Look at the plane figures you drew
in Exercises 2 and 4. How are they different? How are
they alike?
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Lesson 14.6
Making Models
Complete the table to solve.
1. Tasha wants to make models of cylinders
and cones. How many circles does she
need to make 5 pairs?
Number of Circles on Cylinders and Cones
number of pairs of
cylinders and cones
1
3
Tasha needs
circles.
2. Al wants to make models of pyramids and
cubes. How many squares does he
need to make 4 pairs?
Number of Squares on Pyramids and Cubes
number of pairs of
pyramids and cubes
Al needs
squares.
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Lesson 15.1
Match Plane Figures
Color each plane figure. Use a different color
for each type. Find the objects that are like
each plane figure. Color each object to match.
circle
rectangle
plate
square
triangle
trapezoid
pentagon
car window
map
pot holder
yield sign
lunch box
school sign
slice of pizza
game
wheel
weight
bird house
Stretch Your Thinking
Draw a picture
that uses all six plane figures above at least
once. Ask a classmate to find and name
the figures.
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Lesson 15.2
Plane Figure Puzzle
Use the clues to fill in the blanks.
Then find the figure in the word puzzle below.
1. A c _ _ _ l e has no sides.
2. A _ q _ _ _e has 4 sides that are all the
same length.
3. A _ e c t _ n g _ _ has 4 vertices.
4. A t _ _ _ _ g l e has fewer than 4 vertices.
5. A v _ _ _ _ x is a point where 2 sides meet.
6. A hexagon has 6 _ _ g e _.
7. A _ r a _ e _ o _ _ has the same number of sides
and vertices as a rectangle.
m
a
s
i
d
e
s
r
t
m
n
b
e
g
t
k
u
e
r
e
s
q
u
a
r
e
d
c
a
b
e
u
a
h
i
w
s
t
p
v
f
s
m
c
a
b
r
a
e
e
y
h
x
y
n
i
t
n
z
r
e
m
z
l
g
c
a
g
o
t
c
a
k
a
l
a
e
l
i
e
o
a
e
s
e
g
d
e
d
x
s
q
c
i
r
c
l
e
i
e
What do you notice about the
number of sides and vertices on each plane figure?
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Lesson 15.3
Two Ways to Top It
Use pattern blocks.
Find two different ways to make each figure.
Draw lines inside the figure to show your solution.
1.
2.
3.
Which two plane figures
can you make using 4 squares?
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Lesson 15.4
Building Figures
Use pattern blocks. Write the number of smaller
figures you can use to make each larger figure.
1.
2.
triangles
3.
triangles
4.
squares
5.
triangles
6.
triangles and
square
trapezoid and
triangles
Look at Exercise 1. How many ways can you make a
hexagon with more than one pattern block that is not a triangle?
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Lesson 15.5
Use the Clues
Use logical reasoning to solve.
1. Draw 2 different figures that fit
these clues:
I have fewer than 4 vertices.
I have fewer than 4 sides.
2. Draw 3 different figures that fit
these clues:
I have 4 vertices.
I have fewer than 6 sides.
I am not a square.
3. Draw 5 different figures that fit
these clues:
I have more than 3 vertices.
I have fewer than 8 sides.
I am not a rhombus.
Stretch Your Thinking
What clues could you use to
describe a square, a trapezoid, and a rhombus?
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Lesson 15.6
From Start to Finish
Trace the starting figure. Cut it out.
Follow the directions. Draw the figures.
1. Start with
Turn it.
Then flip it to finish.
Slide it.
Then turn it to finish.
Flip it.
Then slide it to finish.
this figure.
2. Start with
this figure.
3. Start with
this figure.
Look at the figure in Exercise 3. What would the
figure look like after 2 more flips? Explain.
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Lesson 15.7
Figure Hunt
Shade congruent figures with the same color.
Can you cut any of the figures
on this page in half to make two congruent figures?
Explain.
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Lesson 15.8
Half and Half
Draw two or more lines of symmetry on each figure.
Stretch Your Thinking
Write your first and last name
in all capital letters. How many letters in your name have
symmetry? Draw a line of symmetry through each
of those letters.
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Lesson 16.1
Patterned Scarves
Color a different repeating pattern on each scarf.
Then describe the pattern.
1.
2.
3.
Look at Exercise 3. Describe
how this is a repeating pattern.
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Lesson 16.2
Gridding Patterns
Extend each pattern to fill in the grid.
How did you fill in the bottom right corner
of the grid? Explain.
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Lesson 16.3
Patterned Pizzas
Select 3 toppings for each pizza. The toppings must form
a repeating pattern. Draw each pattern on the pizzas.
pepperoni
tomato
olives
mushrooms
peppers
Could you create another pizza with
a different pattern? Explain.
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Lesson 16.4
Pattern Match
Color to match each pattern unit with the correct pattern.
Then complete the pattern to check your work.
__
_
____
___
_
__
_
____
_
__
_
__
__
___
_
Stretch Your Thinking
Use the same 4 figures
in the patterns above. Create a different pattern unit.
Then repeat the pattern unit to make a new pattern.
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Lesson 16.5
How Does the Pattern Grow?
Draw the missing parts of each growing pattern.
Describe the pattern.
1.
Each stack has
more bricks than the last stack.
The bricks are added
each time.
2.
Each cup has 3 more straws than the last cup.
The straws are placed
.
3.
Each tower has
more blocks than the last tower.
The blocks are added
Stretch Your Thinking
Draw a growing pattern.
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Lesson 16.6
Field Day
Simon is in charge of the equipment at field day.
He will set up the equipment for each sport in a growing pattern.
He needs 4 sets of equipment for each sport.
Write the missing number in each growing pattern.
Draw each set of sports equipment where it
belongs in the growing pattern.
7
1
2
8
4
6
10
7
8
Each sport needs one more set.
How many of each type will be in the next set?
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Lesson 16.7
Coin Collectors
John, Gina, and Sid all start coin collections on Monday.
Write the number of coins they collect. Then write the amount.
1. Sid collects 1 dime each day. How many dimes will
he have on Friday?
day
Monday
Tuesday
Wednesday
Thursday
Friday
1
number of dimes
On Friday, Sid will have
dimes.
How much money will Sid have on Friday?
¢
2. Gina collects 3 nickels each day. How many nickels will
she have on Friday?
day
Monday
Tuesday
Wednesday
Thursday
Friday
3
number of nickels
On Friday, Gina will have
nickels.
How much money will Gina have on Friday?
¢
3. John collects 11 pennies each day. How many pennies
will he have on Friday?
day
Monday
number of pennies
Tuesday
Wednesday
Thursday
Friday
11
On Friday, John will have
pennies.
How much money will John have on Friday?
¢
Who will have the most money on Friday?
Explain your answer.
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Lesson 17.1
Compare to Measure
1. Alicia’s paintbrush is about 6 beans long. A crayon is
about 3 beans long. About how many crayons long is
the paintbrush?
about — crayons
2. Bill’s watch is about 4 paper clips long. A paper clip is
about 2 buttons long. About how many buttons long is
the watch?
about — buttons
3. Maya’s necklace is about 9 cubes long. An eraser is
about 3 cubes long. About how many erasers long
is the necklace?
about — erasers
The eraser is about 2 beans long. About
how many beans long is Maya’s necklace? Explain.
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Lesson 17.2
Best Estimate
Look around your classroom. Find an object
that is about as long as the length given.
1.
10 inches
2.
3 inches
3.
7 inches
4.
1 inch
Explain how you found the object you
drew in Exercise 3.
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Lesson 17.3
Lengths of Objects
Use the object in the picture to estimate the length of another object.
Draw and label the object below the picture.
1. The spoon is about 4 inches long.
Find an object that is about 3 inches long.
2. The rope is about 2 inches long.
Find an object that is about 7 inches long.
How did you use the pictures to estimate?
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Lesson 17.4
Length Riddles
REMEMBER:
1 foot is equal to 12 inches.
3 feet is equal to 1 yard.
Find a real object to fit the clues.
Measure the object. Then draw
and label it.
Find the object.
1.
I am longer than
5 inches but shorter
than 1 foot.
2.
I am longer than
1 foot but shorter
than 1 yard.
3.
I am longer than
1 yard.
Measure it.
Draw and label it.
Stretch Your Thinking
Write a riddle. Have
a partner find an object, measure it, and draw it.
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Lesson 17.5
Color the Vegetables
Color the vegetables that are 10 centimeters or longer yellow.
Color the vegetables that are shorter than 10 centimeters green.
Stretch Your Thinking
If you put the same-color vegetables
end-to-end, which color would be longer? Explain.
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Lesson 17.6
Centi-Meter Fever
Find a real object that fits
the clues. Measure the object.
Then draw and label it.
Find the object.
1.
I am shorter than
10 centimeters.
2.
I am longer than
50 centimeters but
shorter than
1 meter.
3.
I am longer than
1 meter.
REMEMBER:
A finger is about 1 centimeter across.
A meter is the same as 100 centimeters.
Measure it.
Draw and label it.
Stretch Your Thinking
How many centimeters long
is the object you drew in Exercise 3? Explain.
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Lesson 17.7
Draw It
1. Use a ruler. Draw two different figures that
each have a perimeter of 20 centimeters.
2. Use a ruler. Draw two different figures that
each have a perimeter of 12 centimeters.
Can a triangle and a square have the
same perimeter? Explain.
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Lesson 17.8
Square Units
1. Draw two figures. Make the area of one
figure 4 square units less than the
area of the other figure.
2. Draw two figures. Make the area of one
figure 7 square units more than the
area of the other figure.
3. Draw two figures. Make the area of one
figure 12 square units less than the
area of the other figure.
Can different figures have the same area? Explain.
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Lesson 18.1
Ounces and Pounds
Laurie goes grocery shopping with her mother.
She wants to find the weight of each item in ounces
and in pounds. Help Laurie find the weights.
item
1.
weight in ounces
weight in pounds
bread
1
16 ounces
2.
3.
4.
5.
pound
eggs
— ounces
1 pound
48 ounces
— pounds
32 ounces
— pounds
— ounces
4 pounds
apples
carrots
watermelon
How many pounds do the groceries
weigh altogether?
— pounds
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Lesson 18.2
Measuring Mass
Look around your classroom.
Choose two objects that could be measured in grams.
Choose two objects that could be measured in kilograms.
Draw and label the objects. Then measure.
grams
1.
kilograms
2.
object:
object:
mass: about — grams
mass: about — kilograms
3.
4.
object:
object:
mass: about — grams
mass: about — kilograms
How did you decide whether the objects
should be measured in grams or kilograms? Explain.
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Lesson 18.3
Fruit Punch
Julia makes fruit punch for her birthday party.
The recipe calls for different amounts of each juice.
How many cups of each juice does Julia need?
1.
REMEMBER:
2 cups ⫽ 1 pint
4 cups ⫽ 1 quart
16 cups ⫽ 1 gallon
1 quart apple juice ⫽
cups
2 gallons orange juice ⫽
cups
4 pints cranberry juice ⫽
cups
2 quarts pineapple juice ⫽
cups
6 pints grape juice ⫽
cups
2.
3.
4.
5.
How many cups of juice does
Julia need in all?
How many gallons of juice does Julia need in all?
EW120
cups
gallons
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Lesson 18.4
Capacity Search
Find a container that might hold each of these amounts.
Draw and label the containers.
1. about 1 liter
2. about 5 liters
3. about 10 liters
4. about 20 liters
Which container was the hardest to find? Why?
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Lesson 18.5
Changing Temperatures
Wallace has four 70⬚F glasses of water on the counter.
He does one of these things to each glass to change the temperature:
puts the glass in the shade puts hot water in the glass
puts ice in the glass
puts the glass in the sun
Look at the thermometers. Write each temperature.
Then write what Wallace might have done to get each
new temperature.
1.
2.
Fahrenheit
100
Fahrenheit
100
90
90
80
80
70
70
60
60
50
50
— ⬚F
40
30
20
30
20
10
10
0
0
Ð10
Ð10
¡F
3.
— ⬚F
40
¡F
4.
Fahrenheit
100
Fahrenheit
100
90
90
80
80
70
70
60
60
— ⬚F
50
40
30
20
— ⬚F
50
40
30
20
10
10
0
0
Ð10
Ð10
¡F
¡F
How did you choose which glass
Wallace might have put in the sun?
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Lesson 18.6
Measurement Search
Find objects that can be measured using
each of the tools below. Draw and label the objects.
Then measure.
1.
cup
2.
object:
object:
measurement: about
3.
scale
inch ruler
object:
measurement: about
cups
measurement: about
4.
grams
⬚F thermometer
object:
inches measurement: about
⬚F
Is there more than one tool that could be
used to measure a cup of water? Explain.
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Lesson 19.1
Make a Quilt
Follow the directions to make a quilt.
1. Color
3 green.
__
25
2. Color
4 red.
__
25
3. Color
7 yellow.
__
25
4. Color
6 blue.
__
25
Stretch Your Thinking
Use fractions to
give more directions about the squares that are
left. Then color to follow your directions.
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Lesson 19.2
Pizza Party
Kevin invited 3 friends to a pizza party. Draw and
color to show how much pizza each boy ate.
1
_
1. Kevin ate 6 of a pizza.
3. Mike ate
1
_
8 of a pizza.
1
_
2. Brad ate 2 of a pizza.
1
_
4. Jack ate 4 of a pizza.
5. List the boys in order from who ate the greatest
amount of pizza to who ate the least amount.
greatest
least
How did you decide who ate the most pizza?
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Lesson 19.3
Missing Problems
Write a fraction problem for each set of models.
1.
Answer:
2.
Answer:
3.
Answer:
Write your own problem.
Then solve.
Two posters are the same size.
1
Andy paints _6 of one poster.
Max paints
of the other.
Who paints more poster?
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Lesson 19.4
Same Amounts
Color the first figure to show the fraction.
Then color the same area on the second figure.
Write the new fraction.
1.
3
_
6
2.
3
_
5
3.
2
_
3
4.
2
_
8
Look at Exercise 3. What fractions
name the unshaded area of each figure?
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Lesson 19.5
Whole Pizzas
Shade the pizzas to show the fraction.
Then write the number of whole pizzas.
1.
8⫽
_
4
whole pizzas
2.
9⫽
_
3
whole pizzas
3. __ ⫽
16
4
whole pizzas
__ ⫽
4. 18
whole pizzas
6
Five pizzas are each cut into 4 equal slices.
What is the fraction for all of the pizza? Explain.
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Lesson 19.6
Three Different Parts
Look at the groups.
Write the fraction for each part.
1.
are gray
are black
are white
are striped
are spotted
are white
are gray
are striped
are black
2.
3.
Look at the figures in Exercise 3.
Are the black figures more than, less than, or equal to
half of the group? Explain.
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Lesson 20.1
Greatest and Least
In each row, shade the box that shows
the greatest number. Draw an X through
the box that shows the least number.
1.
40 tens
7 hundreds
80 tens
5 hundreds
20 tens
3 hundreds
90 tens
6 hundreds
2.
3.
4.
Stretch Your Thinking
Write a problem like
those on this page. Ask a classmate to solve.
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Lesson 20.2
Showing Numbers
Tommie has some
.
Circle the numbers he can show with his
.
Draw an X through the numbers he cannot show.
1.
315
227
506
635
118
240
232
599
413
348
708
614
2.
3.
4.
Craig has some
.
He can use them to show 427 and 381, but not 576.
Draw the
he might have.
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Lesson 20.3
Value Clues
Some friends use the digits 6, 5, and 4 to make
numbers. They each use all three digits in their numbers.
Use the clues. Write the numbers.
1.
2.
The value of the digit 6 in my
number is 60.
The value of the digit 5 in my
number is not 5.
My number is —.
The value of the digit 6 in my
number is 600.
The value of the digit 5 in my
number is not 50.
My number is —.
3.
4.
The value of the digit 6 in my
number is 6.
The value of the digit 5 in my
number is not 500.
My number is —.
My number is not the same as
Rusty’s number.
The value of the digit 4 in my
number is 40.
My number is —.
Stretch Your Thinking
Write a number that none of
the children made. Use the same digits. Then write clues
for your number.
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Lesson 20.4
Cross-Number Puzzle
Write the missing numbers so the sentences are true.
Read from left to right and from top to bottom.
⫹
3
⫹
10
⫽
⫹ 3 ⫽ 473
70 ⫹
⫹
⫹
⫹ 5 ⫹ 90 ⫽ 295
⫹
⫹
⫹
⫹ 60 ⫽
300 ⫹
9
⫽
⫽
⫹
⫹
375
497
1
500
⫹
⫹
⫽
⫹ 9 ⫽ 539
30 ⫹
⫽
⫹
⫹ 500 ⫹ 60 ⫹
70
⫽
⫹ 9 ⫽ 179
100 ⫹
Choose one of the numbers you wrote.
Explain how you found it.
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Lesson 20.5
Find the Ways
Circle ways that show the number.
Cross out ways that do not show the number.
1.
753
2.
240
7 hundreds 5 tens 13 ones
2 hundreds 2 tens 20 ones
6 hundreds 15 tens 3 ones
1 hundred 14 tens 10 ones
6 hundreds 14 tens 13 ones
1 hundred 10 tens 40 ones
3.
631
4.
800
5 hundreds 13 tens 1 one
7 hundreds 1 ten 10 ones
4 hundreds 23 tens 1 one
7 hundreds 10 tens 0 ones
6 hundreds 3 tens 11 ones
7 hundreds 9 tens 10 ones
5.
452
6.
333
3 hundreds 14 tens 12 ones
2 hundreds 13 tens 3 ones
2 hundreds 50 tens 20 ones
1 hundred 20 tens 33 ones
0 hundreds 41 tens 42 ones
3 hundreds 13 tens 13 ones
How much is 2 hundreds 20 tens 200 ones?
Explain your answer.
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Lesson 20.6
What Coins?
Use bills and coins. Make a model to show
each child’s money. Then draw the bills and coins.
1. Patrick has $3.54. He has
3 dollar bills and 6 coins.
2. Oliver has $2.15. He has
2 dollar bills and 6 coins.
3. Luke has $1.22. He has
1 dollar bill and 5 coins.
4. Amy has $2.41. She has
2 dollar bills and 4 coins.
Stretch Your Thinking
Tessa has the same
amount of money as Amy. She has 2 dollar bills
and 5 coins. What coins could Tessa have?
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Lesson 21.1
More or Less
Sofia shows some numbers using
.
Use
to model the number.
Then write the number.
1. Sofia uses 5 blocks to show these numbers.
She uses one
.
a number greater than 135
a number less than 110
—
—
2. Sofia uses 7 blocks to show these numbers.
She uses one
.
a number greater than 600
a number less than 100
—
—
3. Sofia uses 9 blocks to show these numbers.
She uses one .
a number greater than 750
a number less than 120
—
—
How did you find the numbers
you wrote in the first part of Exercise 3? Explain.
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Lesson 21.2
Greater, Less, or Equal?
Write each digit once to make numbers
that will make the sentences true.
9, 6, 1
1.
1
6
4, 8, 4
2.
9
— — — 178
———
1, 2, 5
3.
520 461 3, 7
40 —
7.
8—
9.
—
7, 7, 3
4.
———
5.
———
6, 2
6.
—
47
29 —
8, 5
7 — 67
8.
2—
2, 3, 3
—5 — 24
571
10.
—
—
96
4, 6
42— 6
4, 8, 6
7— 4—4
Write a digit to make the sentence true.
64 890
—
Is there more than one digit you could use? Explain.
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Lesson 21.3
The Middle of the Train
Write each number in a train car. Use each number only
once. Make sure each set of cars is in the right order.
293
271
764
238
453
809
752
,
—
,
900
294
.
—
.
292
382
,
—
,
760
810
.
—
.
808
204
,
—
,
902
491
.
—
.
250
Which number could have been
used in more than one car? Explain.
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Lesson 21.4
Hundreds of Points
Five friends played a board game.
Use the clues to find how many points
each player scored. Complete the table.
Points Scored
Player
Points
Nita
Ellen
Sal
Maurice
James
1. Nita scored fewer points than Sal.
2. Ellen scored more points than Sal.
but fewer points than James.
3. Nita scored more points than Maurice.
4. James scored 409 points.
5. Maurice scored 398 points.
Name the players in order from
who scored the most points to who scored
the fewest points.
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Lesson 21.5
Count by Fives, Count by Tens
Count by fives going across.
Count by tens going down.
Write the missing numbers.
1.
2.
465
250 255
260
3.
905
4.
5.
785
800
Beth starts at 365 and counts by tens.
Does she say the number 402? Explain?
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Lesson 22.1
Hundreds in Your Head
Read the clues. Find the number.
1. A number is 2 hundreds more
2. A number is 5 hundreds more
than 346. What is the number?
than 219. What is the number?
546
—
—
3. A number is 400 more than
4. A number is 300 more than
153. What is the number?
543. What is the number?
—
—
5. A number is 6 hundreds more
6. A number is 2 hundreds more
than 181. What is the number?
than 263. What is the number?
—
—
7. 789 is 400 more than a
8. 812 is 300 more than a
number. What is the number?
—
number. What is the number?
—
Stretch Your Thinking
Think of a 3-digit number.
Write a clue that can be used to find your number.
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Lesson 22.2
Scrambled Digits
Use each set of digits to make an addition problem.
Make sure you have to regroup the ones to add.
Then solve.
1.
2 3
1 2
6
4
Hundreds
Tens
2.
Ones
Hundreds
⫹
3.
37
1
2
2 4
Tens
Ones
⫹
9 1 3 3 4 4
Hundreds
Tens
4.
6 5 3 1 4 2
Ones
Hundreds
⫹
Tens
Ones
⫹
Look at your numbers in Exercise 4.
How did you make sure you would need to regroup ones?
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Lesson 22.3
3-Digit Decisions
Fill in the missing digits.
1.
Hundreds
Tens
1 B
1
B
Ones
2.
Hundreds
Tens
1 B
1
B
Ones
3.
Hundreds
Tens
Ones
1 B
1
B
8 B
7 B
5
8 B
4 B
8
8 B
8 B
1
B
B
B
3 B
8 B
8
6 B
8 B
2
5 B
0 B
8
⫹B
⫹B
⫹B
___
4.
5
9
4
Hundreds
Tens
Ones
1 B
1
B
___
5.
8
1
5
Hundreds
Tens
Ones
1 B
1
B
___
6.
9
4
3
Hundreds
Tens
Ones
1 B
1
B
1 B
3 B
8
8 B
8 B
0
8 B
9 B
1
B
B
B
8 B
8 B
1
8 B
2 B
8
2 B
8 B
8
⫹B
⫹B
⫹B
___
7.
5
2
9
Hundreds
Tens
Ones
1 B
1
B
___
8.
9
9
3
Hundreds
Tens
Ones
1 B
1
B
___
9.
8
5
8
Hundreds
Tens
Ones
1 B
1
B
8 B
8 B
3
4 B
8 B
1
7 B
9 B
1
B
B
B
1 B
9 B
8
8 B
9 B
8
1 B
8 B
8
⫹B
⫹B
⫹B
___
8
4
1
___
7
0
0
___
8
0
0
Look at Exercise 9. How did you find the missing
numbers? Explain.
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Lesson 22.4
What Are the Numbers?
Write what the original addition problem could be
for each estimated sum. Give two possibilities.
Round the addends up in one problem and down in the other.
1.
b
b
__
2.
b
b
__
3.
b
b
__
300
b
b
200
500
b
500
b
b
200
700
b
100
b
b
700
800
b
__
b
b
__
b
b
__
b
b
__
__
__
300
b
b
200
500
b
500
b
b
200
700
b
100
b
b
800
900
b
__
__
__
Explain how you found one addend that
rounds up to 100 and one addend that rounds down to 100
in Exercise 3.
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Lesson 22.5
Use Information
Write a question about each set of information.
Cross out the information you do not need.
Then answer the question.
1. There are 57 turtles sleeping in the mud.
There are are 90 turtles playing in the river.
There are 86 elephants playing in the river.
2. Alexander has 155 blue buttons in a bowl and 211
blue buttons in a box. He has 245 red buttons in
the bowl and 196 red buttons in the box.
3. Mrs. Kim read 148 pages of her book on Friday
and 263 pages of her book on Saturday. Mr. Holt
read 212 pages of his book on Friday and 174 pages
of his book on Saturday.
Stretch Your Thinking
Write a different
question about the information in Exercise 3.
Ask a classmate to solve it.
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Lesson 23.1
How Many Hundreds?
Count back to find how many hundreds were subtracted.
Write the number of hundreds in the box.
1.
836 ⫺
2.
452 ⫺
3.
612 ⫺
4.
948 ⫺
5.
324 ⫺
6.
781 ⫺
7.
563 ⫺
8.
819 ⫺
6
B
B
B
B
B
B
B
B
hundreds ⫽ 236
hundreds ⫽ 152
hundreds ⫽ 212
hundreds ⫽ 248
hundreds ⫽ 124
hundreds ⫽ 281
hundreds ⫽ 263
hundreds ⫽ 219
Look at Exercise 8. What if the
difference was 119? Would the number you write in
the box be greater or smaller? Explain.
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Lesson 23.2
Disappearing Digits
Write the missing digits.
Show the regrouping if there is any.
Use Workmat 5 and
Hundreds
Tens
Ones
14
B B
/7 B
/
7
8 4
4
2
8
___
3
5
6
Hundreds
Tens
Ones
B B B
3
7 5
2
4
___
1
2
9
Hundreds
Tens
Ones
B B B
8
8 4
5
___
3
5
9
if you need to.
Hundreds
Tens
Ones
Hundreds
B B B
Tens
Ones
B B B
4
9 3
6
9 2
1
5
3
3
___
___
3
3 6
3
5
9
Hundreds
Tens
Ones
B B B
5
6 3
4
9
___
1
5
4
Hundreds
Tens
Hundreds
3
6 1
1
___
2
3
7
Ones
B B B
9
5 2
6
2
___
3
2
4
Ones
B B B
Tens
Hundreds
Tens
Ones
B B B
7
6 5
6
___
1
5
0
Look at Exercise 8. How did you
find the missing digits? Explain.
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Lesson 23.3
Regroup Tens and Hundreds
Use the numbers in the boxes to fill in the subtraction
problems. Use each number only once in each problem.
Then solve the problems.
1.
6
3
regroup tens only
Hundreds
8
Tens
Ones
9
2.
Hundreds
Tens
2
regroup tens only
Tens
regroup hundreds
only
8
9
Hundreds
1
Ones
7
5
Hundreds
9
9
8
regroup hundreds
only
Tens
regroup tens and
hundreds
Ones
9
Hundreds
6
Tens
Ones
3
regroup tens and
hundreds
Ones
Hundreds
Tens
5
7
5
Ones
7
Look at the third problem in Exercise 2.
Could you have written the digits in different places? Explain.
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Lesson 23.4
Keeping Track
You have $5.50.
Add and subtract to keep track of your money.
1. You spend $1.69 on a
2. Your sister gives you
coloring book.
8 dimes.
3. You give your brother
4. You get $2.27 from your
3 quarters.
5. You find 2 quarters,
father.
6. You spend $2.47 on a
4 nickels, and 8 pennies
in your jacket.
present for your mother.
What is the difference between the amount
you started with and the amount you ended with?
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Lesson 23.5
Triple Steps
Solve each triple step problem.
Do one step at a time. Add or
subtract to solve.
Step 1
Step 2
Step 3
1. Jay has $6.90. He buys
2 toy drums. Each drum
costs $1.75. Then he
buys a burrito for $2.25.
How much money does
Jay have left?
Jay has
left.
toy drum
2. Quinn and Jenna each
have $2.65. They spend
$3.10 on a sandwich to
share. How much more
money do they need to
buy another sandwich?
sandwich
Quinn and Jenna need
more.
Stretch Your Thinking
Write your own
triple step problem. Have a classmate solve.
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Lesson 23.6
Estimate to Check
Carson solved these subtraction problems.
Estimate to check his answers. If an answer
does not make sense, correct Carson’s mistake.
1.
295
⫺
181
__
114
3.
789
⫺
602
__
87
5.
687
⫺
494
__
293
b
⫺b
b
b
⫺b
b
b
⫺b
b
2.
405
⫺
317
__
__
188
4.
892
⫺
803
__
__
89
6.
794
⫺
208
__
__
486
b
⫺b
b
b
⫺b
b
b
⫺b
b
__
__
__
How did you solve Exercise 6?
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Lesson 24.1
Skip-Counting
Draw equal groups. Skip-count to solve.
1. How many toes are there on 4 feet?
5, 10, 15, 20
There are 20 toes on 4 feet.
2. How many sides are there on 3 hexagons?
There are — sides on 3 hexagons.
3. How many wheels are there on 6 cars?
There are — wheels on 6 cars.
4. How many vertices are there on 7 triangles?
There are — vertices on 7 triangles.
Stretch Your Thinking
Write your own
problem like the ones on this page. Give it to a
classmate to solve.
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Lesson 24.2
A Skip-Counting Discovery
Skip-count to find how many in all. Write the multiplication
sentence. Tell if the product is odd or even.
1. Multiply two even numbers.
2 = —
4
even .
The product is —
2
—
#
—
—
—
The product is — .
2. Multiply two odd numbers.
—
—
—
—
The product is — .
The product is — .
3. Multiply an even number and an odd number.
—
—
—
—
The product is — .
The product is — .
When is a product odd? When is it even?
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Lesson 24.3
Make a BIG Array
Find each product.
Draw all of the arrays on the grid.
Use a different color for each array.
1.
6
1⫻6⫽—
2.
3⫻7⫽—
3.
5⫻3⫽—
4.
3⫻6⫽—
5.
4⫻4⫽—
6.
2⫻7⫽—
What is the product if this entire grid was
one array? Explain.
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Lesson 24.4
How Many Vertices?
Write a multiplication sentence to show how many
vertices there are in each group of figures.
Use the same color to color the groups
that have the same number of vertices.
vertices
vertices
vertices
vertices
vertices
vertices
Stretch Your Thinking
Which group
of figures would have the same number of
vertices as 6 triangles? Explain.
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Lesson 24.5
Lunch Time
Use the picture to write a multiplication sentence.
1.
bagels
2.
grapes
3.
apples
4.
pretzels
Stretch Your Thinking
Write a story problem for
one of the pictures above. Then write the multiplication
sentence for it. Solve.
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Lesson 24.6
Write Your Own
Complete the number sentence.
Then complete each word problem.
Draw a picture to go with it.
1.
9⫹2⫽—
Ayanna has 9 boxes.
boxes
2.
9⫺2⫽—
Sylvie has 9 boxes.
3.
9⫻2⫽—
Johan has 9 boxes.
marbles
Look at Exercise 3.
How did you decide which kind of problem to write?
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Lesson 24.7
Are There Any Left?
Use Workmat 6 and 䊉. Write yes or no.
Use this many 䊉.
9
10
11
12
13
14
15
16
17
Can you make
Can you make
2 equal groups with 3 equal groups with
none left over?
none left over?
no
yes
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
Look at the columns.
Describe a pattern that you see.
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Lesson 24.8
A Parade
The second grade classes will march in
a parade. Each teacher must divide his or her
class into 2 or 3 rows. Each row must have the
same number of children. Use
to help you.
1. Mrs. Jones has 18 children.
3
rows of
6
2. Mrs. Kelly has 14 children.
children
3. Mr. Lennon has 20 children.
— rows of — children
4. Ms. Ryan has 12 children.
— rows of — children
5. Ms. Howe has 15 children.
— rows of — children
6. Mr. Flynn has 21 children.
— rows of — children
— rows of — children
What if the children in Mr. Lennon’s class
were put into 3 rows, would there be an equal number of children
in each row? Explain.
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Lesson 24.9
Division Puzzles
Each exercise has four division sentences.
Two go from left to right.
The other two go from top to bottom.
Write the missing numbers. Use the number line to help.
0
1.
1
12
⫼
2
3
⫼
⫼
⫽
3
3.
16
⫼
8
⫽
⫼
⫼
4
5
6
6
⫼
2
⫽
⫼
2
⫽
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
2.
⫽
18
⫼
⫽
⫼
⫼
⫽
3
⫽
9
⫼
4.
4
⫼
4
⫽
5
⫽
⫽
⫽
⫽
3
⫼
⫼
10
⫼
2
⫽
⫽
2
⫽
Stretch Your Thinking
Look at the problems above.
Write a new problem using the same design. Put 24 in
the top left corner. Ask a classmate to solve.
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